ERIC Number: EJ1241128
Record Type: Journal
Publication Date: 2020
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2227-7102
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Problem-Oriented Project Learning as a First Year Experience: A Transformative Pedagogy for Entry Level PPL
Education Sciences, v10 Article 6 2020
This paper explores how Problem-oriented Project Learning (PPL) can be organized in a context that meets the pedagogical needs of first year students. Under the assumption that, while PPL provides a fruitful context for learning, it is also challenging for early stage learners, the article formulates the theoretical considerations underlying a strategy for entry-level PPL. On that foundation, this paper discusses a case study where a set of scaffolding structures has been put in place to support the transformative development of first year students acquiring the study habits of PPL. This paper finds that a highly structured approach to entry level PPL promotes the students' academic achievements as well as their sense of meaning in the PPL programme.
Descriptors: Problem Based Learning, Student Projects, Active Learning, College Freshmen, First Year Seminars, Transformative Learning, Experiential Learning, Scaffolding (Teaching Technique), Study Habits, Academic Achievement, Accountability, Cooperative Learning, Outcomes of Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
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