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Jalinus, Nizwardi; Syahril; Nabawi, Rahmat Azis; Arbi, Yaumal – Online Submission, 2020
In the twenty-first century, many employers prefer candidates whose soft skills exceed their hard skills. In this article, the researcher compares project-based learning models and direct teaching, for welding skills and teamwork skills among vocational high education students. Welding skills are seen as hard skills and teamwork skills are viewed…
Descriptors: Direct Instruction, Teaching Methods, Outcomes of Education, Teamwork
Chine, Danielle R. – Online Submission, 2022
This study discusses the effectiveness of a science, technology, engineering, and math (STEM) program spanning grades six through eight in a traditional, urban school district located in Northeastern Ohio. The history and expressed need for STEM education within post-steel producing and economically depressed regions are discussed. Important…
Descriptors: STEM Education, Middle School Students, Educational History, Program Effectiveness
Carrabba, Colette; Farmer, Aarek – Online Submission, 2018
This quantitative study sought to compare the levels of motivation and engagement for middle school students before and after the implementation of both project-based learning and direct instruction. Student participants completed the Intrinsic Motivation Inventory [IMI] (Deci & Ryan, 2017) to assess their levels of motivation prior to and…
Descriptors: Active Learning, Student Projects, Direct Instruction, Student Motivation
Karaahmetoglu, Kübra; Korkmaz, Özgen – Online Submission, 2019
The aim of this study is to investigate the effects of project-based Arduino educational robot applications on students' computational thinking skills and their perception of STEM skill levels. The study group consists of 6th grade students from 2 different secondary schools from Turkey. Within the scope of the research, classes were assigned to…
Descriptors: Robotics, Thinking Skills, Programming, Student Projects
Yaman, Ismail – Online Submission, 2014
Developing speaking skills constitutes the key stage for language learners. Considering the remarkable differences between ESL and EFL students, the likelihood for language learners in many EFL settings to face the barbed wires placed on the road to speaking proficiency is far greater compared with ESL learners. The primary reason behind this…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Student Attitudes
Panasan, Mookdaporn; Nuangchalerm, Prasart – Online Submission, 2010
Problem statement: Organization of science learning activities is necessary to rely on various methods of organization of learning and to be appropriate to learners. Organization of project-based learning activities and inquiry-based learning activities are teaching methods which can help students understand scientific knowledge. It would be more…
Descriptors: Outcomes of Education, Active Learning, Student Projects, Inquiry
Correia, Ana-Paula; Yusop, Farrah Dina; Wilson, Jay R.; Schwier, Richard A. – Online Submission, 2010
This paper compares how two universities, Iowa State University and the University of Saskatchewan, exploit a service-learning and authentic learning approach to instructional design. Both programs emphasize student engagement and responsibility, as well as projects that have social significance. At the same time, the courses offered by the two…
Descriptors: Instructional Design, Foreign Countries, Case Studies, Comparative Analysis
Kiliçkaya, Ferit, Ed. – Online Submission, 2016
The 5th International Conference on Language, Literature and Culture has been hosted by Mehmet Akif Ersoy University (Burdur, Turkey), in cooperation with Çankaya University (Ankara, Turkey) and Süleyman Demirel University (Isparta, Turkey). Our main aim has been to provide a forum for discussion, to facilitate integration in these fields, and to…
Descriptors: Literature, Conferences (Gatherings), Figurative Language, Speeches
McAllister, Deborah A., Ed.; Cutcher, Cortney L., Ed. – Online Submission, 2011
As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating…
Descriptors: Physical Education, Visual Arts, Singing, Student Attitudes
Heyl, Allison – Online Submission, 2008
In overcrowded urban high schools, students are dealing with many issues in and out of school. Issues at home paired with math curriculum that does not seem relevant to their lives, leads to a lack of engagement in the classroom. This research poses the question: How can project-based algebra engage low-socioeconomic status high school students?…
Descriptors: Constructivism (Learning), Socioeconomic Status, Comparative Analysis, Algebra