Education

Project-based learning: an analysis of cooperation and evaluation as the axes of its dynamic

B. D. L. Torre-neches, M. Rubia-avi, et al.

Discover the fascinating dynamics of project-based learning in secondary education! This case study uncovers how student involvement flourishes, yet reveals that teachers aren't fully addressing intragroup conflicts. Conducted by Berta de la Torre-Neches, Mariano Rubia-Avi, Jose Luis Aparicio-Herguedas, and Jairo Rodríguez-Medina, the research challenges traditional evaluation methods, highlighting the need for a shift towards valuing the process over the final product.

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Abstract

This case study analyzes the cooperation and evaluation dynamics within project-based learning (PBL) in a secondary education setting. Data from teacher interviews, notebooks, and student questionnaires reveal that while PBL fostered student involvement, intragroup conflicts weren't sufficiently addressed by teachers. The evaluation process, while recognizing the value of formative assessment, still leaned towards traditional methods, emphasizing final product over process.

Publisher

Humanities and Social Sciences Communications

Published On

Dec 08, 2020

Authors

Berta de la Torre-Neches, Mariano Rubia-Avi, Jose Luis Aparicio-Herguedas, Jairo Rodríguez-Medina

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