Pre-Service Teachers' Experiences and Views on Project-Based Learning Processes

Autor/inn/en	Dag, Funda; Durdu, Levent
Titel	Pre-Service Teachers' Experiences and Views on Project-Based Learning Processes
Quelle	In: International Education Studies, 10 (2017) 7, S.18-39 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Active Learning; Student Projects; Preservice Teachers; Learning Processes; Foreign Countries; Qualitative Research; Educational Experience; Student Centered Learning; Information Technology; Case Studies; Technology Integration; Research Methodology; Group Activities; Cooperation; Turkey + Suchen Sie Ihr Suchwort? Aktives Lernen; Schulprojekt; Learning process; Lernprozess; Ausland; Qualitative Forschung; Bildungserfahrung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Informationstechnologie; Case study; Fallstudie; Case Study; Research method; Forschungsmethode; Gruppenaktivität; Co-operation; Kooperation; Türkei
Abstract	Project-based learning (PjBL) has been promoted as an effective and frequently used student-centered learning approach for various learning environments. To have various learning experiences with PjBL is an important requirement for pre-service teachers (PSTs). The purpose of the study was to investigate the experiences PSTs had with group work and collaboration, resources and research methods, the problems they faced, and the strategies they used to overcome these problems during the information and communications technology (ICT)-integrated PjBL process, as well as their thoughts concerning learning processes in PjBL. The participants in the study consisted of 413 PSTs in six different teaching programs who took the course Computer 2. Qualitative methods were used in this descriptive study. The results revealed that PSTs perceived the PjBL processes mostly positively and also that they thought the PjBL process contributed to their learning and helped them gain PjBL skills. PSTs formed groups based on their own preferences. PSTs perceived that the PjBL process based on group work that was implemented advanced their problem-solving and collaboration skills. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01