Project-based learning in the classrooma case study at High school level

  1. Verónica Basilotta Gómez-Pablos 1
  2. Eva María Torrecilla Sánchez 2
  3. Ana García-Valcárcel Muñoz-Repiso 2
  4. Azucena Hernández Martín 2
  1. 1 Universidad a Distancia de Madrid
    info

    Universidad a Distancia de Madrid

    Madrid, España

    ROR https://ror.org/01r9skd65

  2. 2 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

Journal:
Aula abierta

ISSN: 0210-2773

Year of publication: 2020

Issue Title: Avances en Investigación Educativa desde la Teoría y la Práctica

Volume: 49

Issue: 4

Pages: 429-438

Type: Article

DOI: 10.17811/RIFIE.49.4.2020.429-438 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Aula abierta

Metrics

Cited by

  • Scopus Cited by: 1 (24-01-2024)
  • Web of Science Cited by: 0 (14-10-2023)
  • Dimensions Cited by: 0 (03-01-2024)

SCImago Journal Rank

  • Year 2020
  • SJR Journal Impact: 0.376
  • Best Quartile: Q3
  • Area: Education Quartile: Q3 Rank in area: 672/1693

Índice Dialnet de Revistas

  • Year 2020
  • Journal Impact: 1.800
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 14/240

CIRC

  • Social Sciences: B

Scopus CiteScore

  • Year 2020
  • CiteScore of the Journal : 1.1
  • Area: Education Percentile: 41

Journal Citation Indicator (JCI)

  • Year 2020
  • Journal Citation Indicator (JCI): 0.86
  • Best Quartile: Q2
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q2 Rank in area: 295/724

Dimensions

(Data updated as of 03-01-2024)
  • Total citations: 0
  • Recent citations (2 years): 0
  • Field Citation Ratio (FCR): 0.0

Abstract

This research presents the results of a case study that analyses the Solidarity Atocha project, which was implemented at a school in Ma-drid, Spain, and in which 114 first-year High school students participated. The main objective of this study is to analyse the experience of students that participated in the Solidarity Atocha project and to understand how they evaluated it and how satisfied they were with it. The method applied in this case study is a mixed one that used both qualitative and quantitative techniques. A semantic differential and a semi-structured interview were used to collect data. In general, the results obtained reveal a very positive evaluation from the students, mainly in terms of teamwork and the use of digital tools. However, they encountered some difficulties with regard to the time spent on the project and to guidance provided as they worked on it. Inferential analyses show significant differences between the team groups.

Bibliographic References

  • Badía, A., & Garcia, C. (2006). Incorporación de las TIC en la enseñanza y el aprendizaje basados en la elaboración colaborativa de proyectos. RUSC, Revista de Universidad y Sociedad del Conocimiento, 3(2), 42-53.
  • Basilotta, V., Pinto, A. Mª., García-Valcárcel, A., & García, Mª. L. (2018). La percepción de los docentes de bachillerato sobre un proyecto de aprendizaje-servicio. Un studio de caso. Revista electronica interuniversitaria de formación del profesorado, 21(2), 65-78. doi: http://dx.doi.org/10.6018/reifop.21.2.323301
  • Caballero, E., Briones, C., & Flores, J. (2014). El aprendizaje basado en proyectos y la autoeficacia de los/las profesores/as en la formulación de un plan de clase. Alteridad. Revista de Educación, 9(1), 56-64.
  • Chiang, C. L., & Lee, H. (2016). The Effect of Project-Based Learning on Learning Motivation and Problem-Solving Ability of Vocational High School Students. International Journal of Information and Education Technology, 6(9), 709-712.
  • Deslandes, R. (2019). A framework for school-family collaboration integrating some relevant factors and processes. Aula abierta, 48(1), 11-18. https://doi.org/10.17811/rifie.48.1.2019.11-18
  • Gámiz, V. (2017). ICT-based active methodologies. Procedia Social and Behavioral Sciences, 237, 606-612. doi: 10.1016/j.sbspro.2017.02.018
  • García-Valcárcel, A. (2015). Investigación educativa centrada en estudio de casos: evaluación y seguimiento de proyectos de aprendizaje colaborativo mediado por TIC en el ámbito escolar. In A. García-Valcárcel (Coord.), Proyectos de trabajo colaborativo con TIC (pp. 31-39). Madrid: Síntesis.
  • García-Valcárcel, A., & Basilotta. V. (2013). How elementary school students evaluate the learning strategy of collaborative projects using ICT. In F. J. García-Peñalvo (ed.), Proceedings of the First International Conference on Technological Ecosystem for Enhancing Multiculturality (pp. 461-466). Nueva York: ACM.
  • Gros, B., García, I., & Lara, P. (2009). El desarrollo de herramientas de apoyo para el trabajo colaborativo en entornos virtuales de aprendizaje. Revista Iberoamericana de Investigación a Distancia, 12(2), 115-138.
  • Hernández, Z., Dolores, G., & Amador, C. (2011). Fundamento metodológico, discrepancias estadísticas y errores conceptuales en el uso de datos económicos. Paradigma económico, 3(1), 71-110.
  • Johnson, D.W., & Johnson, F. (2009). Joining together: Group theory and group skills. Boston: Allyn & Bacon.
  • Kovatcheva, E., Campos, J. A., Del Val Roman, J. L., Dimitrov, G. P., & Petrova, P. (2019). Design thinking in higher education. In Edulearn19 Proceedings (pp. 6016-6020). Palma: Iated Digital Library.  
  • Lacueva, A., Imbernon, F., & Llobera, R. (2003). Enseñando por proyectos en la escuela: la clase de Laura Castell. Revista de Educación, 332, 131-148.
  • Lam, S., Wing, R., & Choy, H. (2010). School support and teacher motivation to implement project-based learning. Learning and Instruction, 20(6), 487-497. https://doi.org/10.1016/j.learninstruc.2009.07.003
  • Legutke, M., & Thomas, H. (1991). Process and experience in the language classroom. New York: Longman.
  • Majó, F., & Baqueró, M. (2014). 8 ideas clave. Los proyectos interdisciplinarios. Barcelona: Graó.
  • Micheli, P., Wilner, S., Hussain, S., Mura, M., & Beverland, M. (2019). Doing Design Thinking: Conceptual Review, Synthesis, and Research Agenda. The Journal of product innovation management, 36(2), 124-148.
  • Molina, A., Adamuz, N., & Bracho, R. (2020). La resolución de problemas basada en el método de Polya usando el pensamiento computacional y Scratch con estudiantes de Educación Secundaria. Aula abierta, 49(1), 83-90. doi: https://doi.org/10.17811/rifie.49.1.2020.83-90
  • Morgado, B., López, R., & Moriña, A. (2017). The ideal university classroom: stories by students with disabilities. International Journal of Educational Research, 85, 148-156.
  • Mosier, G., Levine, J., & Perkins, T. (2016). Students’ perceptions of project based learning within the new tech school model. International Journal of Educational Reform, 25(1), 2-15.
  • Osuna, I., & Rosas, A.M. (2017). A project based learning approach: developing mathematical competences in engineering students. In M. S. Ramírez (Ed.), Hanbook of research on driving STEM learning with educational technologies (pp. 107-128). United States: IGI Global.
  • Pozuelos, F. J. (2007). Trabajo por proyectos: descripción, investigación y experiencias. Sevila: Ediciones MCEP.
  • Pozuelos, F. J., & Rodríguez, F. (2008). Trabajando por proyecto en el aula. Aportaciones de una investigación colaborativa. Investigación en la escuela, 66, 5-27.
  • Stenhouse, L. (1991). Métodos de estudio de casos. In T. Husan & T. N. Postlethwaite (Eds.), Enciclopedia Internacional de la Educación (pp. 3911-3916). Madrid: Vicens Vives.
  • Thomas, J. (2000). A review of research on project-based learning. Retrieved from http://www.bobpearlman.org/BestPractices/ PBL_Research.pdf
  • Vergara, J. J. (2016). Aprendo porque quiero. El aprendizaje basado en proyectos (ABP), paso a paso. Madrid: SM.
  • Wilkinson, L. (1999). Statistical methods in psychology journals: Guidelines and explanations. American Psychologist, 54, 594-604.
  • Wurdinger, S. (2016). The power of project based learning. Helping students develop important life skills. United States: Rowman & Littlefield.