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An Assessment Tool Predicts Learning Effectiveness for Project-Based Learning in Enhancing Education of Sustainability

Author

Listed:
  • Chi-Cheng Chang

    (Department of Information Management, Lunghwa University of Science and Technology, Taoyuan 33306, Taiwan)

  • Chin-Guo Kuo

    (Department of Industrial Education, National Taiwan Normal University, Taipei 10610, Taiwan)

  • Yu-Hsuan Chang

    (National Tainan Junior College of Nursing, Tainan 700, Taiwan)

Abstract

Project-based learning (PBL) has been widely applied to stimulate learning motivation, cultivate implementation capability, and improve learning effectiveness. The purpose of this study was to establish an assessment tool for the learning effectiveness of PBL in scientific and technological education. The methods include literature review, focus groups, and survey research. After the literature review, a draft of the scale was established, and the content validity of the scale was verified by 8 experts before being pre-tested. A total of 232 copies of valid official scales were issued and recovered. The research obtained produced subscales for “Flow experience perception”, “Self-efficacy”, “Product evaluation” and “Learning motivation”, which can be used to evaluate the learning effectiveness of the PBL in curricula of science and technology.

Suggested Citation

  • Chi-Cheng Chang & Chin-Guo Kuo & Yu-Hsuan Chang, 2018. "An Assessment Tool Predicts Learning Effectiveness for Project-Based Learning in Enhancing Education of Sustainability," Sustainability, MDPI, vol. 10(10), pages 1-15, October.
    • Handle: RePEc:gam:jsusta:v:10:y:2018:i:10:p:3595-:d:174470
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    References listed on IDEAS

    as
    1. Ralf Hansmann, 2010. "“Sustainability Learning”: An Introduction to the Concept and Its Motivational Aspects," Sustainability, MDPI, vol. 2(9), pages 1-25, September.
    2. Stephen Sterling & Ian Thomas, 2006. "Education for sustainability: the role of capabilities in guiding university curricula," International Journal of Innovation and Sustainable Development, Inderscience Enterprises Ltd, vol. 1(4), pages 349-370.
    3. Chao Li & Hong Zhou, 2018. "Enhancing the Efficiency of Massive Online Learning by Integrating Intelligent Analysis into MOOCs with an Application to Education of Sustainability," Sustainability, MDPI, vol. 10(2), pages 1-16, February.
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    Cited by:

    1. Teen-Hang Meen & Charles Tijus & Jui-Che Tu, 2019. "Selected Papers from the Eurasian Conference on Educational Innovation 2019," Sustainability, MDPI, vol. 11(23), pages 1-12, December.
    2. Aida Guerra & Dan Jiang & Xiangyun Du, 2022. "Student Agency for Sustainability in a Systemic PBL Environment," Sustainability, MDPI, vol. 14(21), pages 1-19, October.
    3. Zhiling Cai & Jinxing Zhu & Yu Yu & Saiqi Tian, 2023. "Elementary school teachers’ attitudes towards project-based learning in China," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-11, December.
    4. Sarah Cheah & Shiyu Li, 2020. "The Effect of Structured Feedback on Performance: the Role of Attitude and Perceived Usefulness," Sustainability, MDPI, vol. 12(5), pages 1-14, March.

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