Project-Based Learning for Academically-Able Students by Joseph C.L. Tan, Anne Chapman

By Joseph C.L. Tan, Anne Chapman

This booklet explores the dynamic method of student-centred studying often called project-based studying, or undertaking paintings. It addresses either the options and sensible software of project-based studying to reinforce instructing and studying. It describes empirical case research learn into the effect of research-based venture paintings on self reliant studying for academically-able secondary institution scholars at Hwa Chong establishment, a most suitable self reliant college in Singapore. The learn investigated how scholars handled an leading edge project-based studying curriculum outfitted on a social constructivist process designed to foster autonomous studying attitudes. the scholars needed to examine and start up their very own initiatives, and notice during the complete strategy with tips from their instructor mentors. The case examine findings supply wealthy insights into pupil views and reviews as they interact in initiatives and reply to real-life demanding situations and difficulties. a brand new thought of project-based studying is gifted within the kind of theoretical propositions. The study has implications for the pro improvement of academics as undertaking paintings mentors to assist organize their scholars to be ‘future-proof’ in facing twenty first century learn, paintings and social demanding situations with self belief. The publication highlights compelling purposes for colleges to incorporate a few type of research-based venture paintings inside of their curricula, thereby permitting scholars to have interaction in collaborative, genuine research.

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Extra resources for Project-Based Learning for Academically-Able Students

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As such, project work infuses real-world authentic challenges within the students’ learning experiences (Thomas, 2000). First defined in 1921 by William Heard Kilpatrick as the Project Method, projectbased learning provides an approach that is more cognitively advantageous than traditional teacher-centred learning (Helle, Tynjala, & Olknuora, 2006). Helle et al. (2006) take the view that project-based learning enables students to hone and develop skills through the reconstruction of knowledge as they collaborate to develop their project and address the problem at hand, thereby compelling them to work out their thoughts and theories thoroughly and identify gaps in their content knowledge.

Research literature has shown that the students engaging in research-based project work enhances their independent learning attitude and aptitudes. The following chapter therefore, gives a review of the empirical literature that informs the study reported in this book, specifically focusing on the importance of engaging students in research-based project work to inculcate independent learning. 33 CHAPTER 3 LITERATURE REVIEW INTRODUCTION This chapter reviews conceptual and empirical literature relevant to the present study of academically-able students’ perspectives on their independent learning from participating in a research-based project work curriculum at an independent secondary school in Singapore.

As students engage in their research work, they are also provided with the opportunity to connect with mentors and researchers beyond the school. These exposures and engaged conversations with external mentors, tertiary academics, researchers and professionals extend the perspectives and outlook of students, and offer them 32 BACKGROUND AND CONTEXT in-depth research skills and knowledge. In so doing the experience furthers their interest and passion in their learning journey. As the students progress through the various stages of presentations and defence of their projects to various audience groups and judging panels, they are provided with opportunities to hone soft skills such as communication and presentation, and being able to articulate and defend concepts and ideas with confidence.

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