The contribution of Project-based-learning to high-achievers’ acquisition of technological knowledge and skills

The main goals of this study were to look after the technological knowledge construction process by high-school high-achievers, and their ability to design and implement solutions for technological problems. More specifically, we examine the contribution of Project-based-learning (PBL), as pedagogic...

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Bibliographic Details
Published in:International journal of technology and design education 2008, Vol.18 (1), p.59-77
Main Authors: Mioduser, David, Betzer, Nadav
Format: Article
Language:English
Subjects:
Academically Gifted
Active Learning
College Entrance Examinations
Education
Educational Technology
High Achievement
High School Students
Instructional Effectiveness
Instructional Innovation
Learning and Instruction
Learning Processes
Original Paper
Problem solving
Science Education
Science Process Skills
Secondary school students
Standardized Tests
Student attitudes
Student Projects
Teaching
Teaching Methods
Technological Literacy
Technology
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Summary:The main goals of this study were to look after the technological knowledge construction process by high-school high-achievers, and their ability to design and implement solutions for technological problems. More specifically, we examine the contribution of Project-based-learning (PBL), as pedagogical means for supporting the students’ knowledge acquisition and problem-solving process. The findings show a significant increase in formal knowledge as measured by standardized matriculation exams; an expansion in the scope of technological knowledge acquired and implemented, and in the scope of knowledge resources utilized for the projects; a high level of overall performance as regards to the set of design skills studied; a positive change in attitude towards technology and technological studies; the emergence of consistent design styles by individuals and groups along their work in the projects.
ISSN:0957-7572
1573-1804
DOI:10.1007/s10798-006-9010-4