About this paper

Appears in:
Pages: 5102-5110
Publication year: 2011
ISBN: 978-84-615-3324-4
ISSN: 2340-1095

Conference name: 4th International Conference of Education, Research and Innovation
Dates: 14-16 November, 2011
Location: Madrid, Spain

STUDENTS’ REFLECTIONS ON PROJECT-BASED LEARNING AND TEACHING

S. Nikolaeva

Sofia University "St. Kliment Ohridski" (BULGARIA)
This paper presents the results of a recently carries out research on students’ opinions towards project-based learning and teaching in schools. Two main questions were investigated: first, what are the pros and cons of the project approach in today’s education according to students involved in school projects, and second, how do students evaluate the project-based learning in comparison with other traditional didactical methods and approaches?

The methodology of the research combines three methods of collecting data which were executed consecutively for a period of 3 to 4 weeks - i.e. survey, comparative questionnaire and focus group. The first of the methods implemented is the questionnaire on students’ opinions on the specifics of project-based learning and teaching that can serve as basis for defining its stronger and weaker features. A second step was the comparison between school projects and traditional methods of teaching and learning. Finally a focus group discussion followed administrated with two groups of students. The second group also included some of their teachers which did not affect significantly students’ reactions and answers.

Data analysis shows that students demonstrate statistically significant preference for project-based approach to learning and teaching when compared to traditional pedagogical methods and forms (95% confidence interval of the difference). Learning through school projects is evaluated by the students as more effective and well received in view of its capacity to make educational goals and expected effects more meaningful. Project-based school activities are also identified by students as highly motivating, while meeting successfully their genuine interests in an emotionally comfortable learning environment. The modesties differences stem from the comparison between the specifics of learning and teaching process. In the paper all the specifics of the project-based schooling are presented in details and considerate thoroughly.

In conclusion, the research supports the thesis on the efficiency and effectiveness of the project-based education. At the same time the analyzed data give practitioners good reasons to be careful and selective, as well as to dedicate time and efforts to develop their competence and skills for project-based teaching and classroom management.
@InProceedings{NIKOLAEVA2011STU,
author = {Nikolaeva, S.},
title = {STUDENTS’ REFLECTIONS ON PROJECT-BASED LEARNING AND TEACHING},
series = {4th International Conference of Education, Research and Innovation},
booktitle = {ICERI2011 Proceedings},
isbn = {978-84-615-3324-4},
issn = {2340-1095},
publisher = {IATED},
location = {Madrid, Spain},
month = {14-16 November, 2011},
year = {2011},
pages = {5102-5110}}
TY - CONF
AU - S. Nikolaeva
TI - STUDENTS’ REFLECTIONS ON PROJECT-BASED LEARNING AND TEACHING
SN - 978-84-615-3324-4/2340-1095
PY - 2011
Y1 - 14-16 November, 2011
CI - Madrid, Spain
JO - 4th International Conference of Education, Research and Innovation
JA - ICERI2011 Proceedings
SP - 5102
EP - 5110
ER -
S. Nikolaeva (2011) STUDENTS’ REFLECTIONS ON PROJECT-BASED LEARNING AND TEACHING, ICERI2011 Proceedings, pp. 5102-5110.
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