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Treffer: Problem-Oriented Project Learning as a First Year Experience: A Transformative Pedagogy for Entry Level PPL

Title:
Problem-Oriented Project Learning as a First Year Experience: A Transformative Pedagogy for Entry Level PPL
Authors:
Nielsen, Niels Møller (ORCID 0000-0002-4812-9335)
Source:
Education Sciences. 2020 10.
Availability:
MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Peer Reviewed:
Y
Page Count:
17
Publication Date:
2020
Document Type:
Fachzeitschrift Journal Articles<br />Reports - Research
Education Level:
Higher Education
Postsecondary Education
Descriptors:
Problem Based Learning, Student Projects, Active Learning, College Freshmen, First Year Seminars, Transformative Learning, Experiential Learning, Scaffolding (Teaching Technique), Study Habits, Academic Achievement, Accountability, Cooperative Learning, Outcomes of Education
ISSN:
2227-7102
Entry Date:
2020
Accession Number:
EJ1241128
Database:
ERIC

Weitere Informationen

This paper explores how Problem-oriented Project Learning (PPL) can be organized in a context that meets the pedagogical needs of first year students. Under the assumption that, while PPL provides a fruitful context for learning, it is also challenging for early stage learners, the article formulates the theoretical considerations underlying a strategy for entry-level PPL. On that foundation, this paper discusses a case study where a set of scaffolding structures has been put in place to support the transformative development of first year students acquiring the study habits of PPL. This paper finds that a highly structured approach to entry level PPL promotes the students' academic achievements as well as their sense of meaning in the PPL programme.

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