Meaningful Learning in the Teaching of Culture: The Project Based Learning Approach

Autor/inn/en	Kean, Ang Chooi; Kwe, Ngu Moi
Titel	Meaningful Learning in the Teaching of Culture: The Project Based Learning Approach
Quelle	In: Journal of Education and Training Studies, 2 (2014) 2, S.189-197 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Student Projects; Teaching Methods; Japanese; Second Language Learning; Second Language Instruction; Teacher Education Programs; Student Attitudes; Reflection; Qualitative Research; Cultural Awareness; Asian Culture; Electronic Publishing; Language Teachers; Learning Processes; Teacher Collaboration; Web 2.0 Technologies; Intercultural Communication; Foreign Countries; Malaysia + Suchen Sie Ihr Suchwort? Schulprojekt; Teaching method; Lehrmethode; Unterrichtsmethode; Japaner; Japanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerverhalten; Qualitative Forschung; Cultural identity; Kulturelle Identität; Elektronisches Publizieren; Language teacher; Sprachunterricht; Learning process; Lernprozess; Lehrerkooperation; Interkulturelle Kommunikation; Ausland
Abstract	This paper reports on a collaborative effort taken by a team of three teacher educators in using the Project Based Learning (PBL) approach in the teaching of Japanese culture with the aim to investigate the presence of actual "meaningful learning" among 15 students of a 12-Week Preparatory Japanese Language course under a teacher training programme. The instrument used in the study was a blog created for the project and the data collected was a compilation of students' reflection reports and messages about their learning experience uploaded onto the blog. The qualitative data was analysed using an adapted version of Jonassen's 1999 rubric on meaningful learning attributes. Findings from this study showed a significant presence of meaningful learning attributes, namely constructive and authentic learning. This paper reaffirms project-based instruction as a viable and flexible alternative to traditional intensive coursework. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01