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
Tags
project-based learning
student involvement
teacher evaluation
formative assessment
intrgroup conflicts
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