project-based learning

Introduction and goal:

 The purpose of this research is to investigate the effect of project-based learning on academic self-regulation and cognitive flexibility of students.

The semi-experimental research method is pre-test-post-test with a control group. The statistical population of this research is all secondary school students of Farashband city, among whom 100 people were selected as a sample (50 people in the experimental group and 50 people in the control group). In order to collect data, questionnaires of cognitive acceptability (Vander and Waleb, 2012) and academic self-regulation (Savari and Arabzadeh, 2013) and the social project training package (Harir Farush and Sadeghi, 2015) were used. Also, analysis of variance test was used with the help of SPSS version 24 software to analyze the data.

The findings showed that project-based learning is effective on the two variables of academic self-regulation and cognitive flexibility of students, and schools and teachers can use it in the education process.

Project-based learning has a positive and significant effect on students' academic self-regulation and cognitive flexibility. This educational method, by offering students the opportunity to plan and take responsibility in the learning process, encourages them to set goals, organize time and resources, self-evaluate and correct learning strategies.

The present research has aimed to study the effect of project-based learning on the academic performance of Farhangian University physics student teachers in electricity and magnetism. A quasi-experimental research, along with pretest-posttest control group design, was used. The statistical population consisted of student teachers at Farhangian University in the academic year 2018-2019. The statistical sample of the research included students of four classes majoring in teaching physics at the Allameh Amini and Fatimah Zahra Campuses in Tabriz. One class from each campus was selected through convenience sampling and randomly put into test groups and control groups (a total of 132 individuals). The measurement tool was a researcher-made test used in order to assess the academic performance of physics student teachers. The academic performance of both groups was assessed prior to intervention. During the term, the test group were taught electricity and magnetism by means of the project-based learning method for 16 sessions (one session per week), while the control group were taught in the traditional fashion. After the intervention, the academic performance of both groups was assessed. The data obtained were analyzed using one-way covariance analysis. The results indicated a significant difference between the test group and the control group in academic performance (P < 0.001). The results obtained from the research pointed out the effectiveness of project-based learning upon the academic performance of physics student teachers.

This article reviews new approaches in curriculum flexibility and its impact on learner outcomes. Curriculum flexibility refers to the ability to adapt educational content to the diverse needs and interests of learners. The article analyzes modern approaches such as project-based learning, skill-based learning, and personalized learning, and compares them with traditional approaches. The findings indicate that these new flexible approaches can enhance students' motivation, engagement, and independent learning. Additionally, they foster problem-solving skills, creativity, and self-direction in learners. However, implementing these approaches faces challenges such as teacher preparedness, resource limitations, and resistance from the community. The article concludes with suggestions for future research and practical applications of these approaches in educational systems.

Academic emotions are one of the important variables in the field of education and can affect educational outcomes. Academic emotions are defined as things that are directly related to academic activities and success outcomes. Academic emotions are important because of their impact on well-being, the quality of learning, progress, and social interaction in the classroom. These emotions are experienced in all academic situations before, during and after class, lessons and exams. Positive emotional states facilitate creative, flexible, and constructive approaches, while negative emotional states facilitate dry, more analytical ways of thinking. Some studies have examined the effectiveness of a project-based approach on academic achievement, motivation, learning style, attitude, creativity, and the development of cognitive skills, but very little attention has been paid to academic excitement. Until recently, these emotions were neglected except for test anxiety. Attention to this issue has increased in the last decade, however, emotions have not escaped attention as effective phenomena that occur in the classroom situation. The aim of this study was to investigate the effect of project-based learning on the academic excitement of physics students in the basics of electricity and magnetism at Farhangian University. In the framework of this goal, two hypotheses were examined: Project-based learning in physics course has an effect on the positive academic emotions of Farhangian University students. Project-based learning in physics also affects the negative academic emotions of Farhangian University students.In this study, a quasi-experimental method and a pre-test-post-test design with a control group were used to evaluate the effectiveness of the project-based independent learning variable on the dependent variable of students' academic emotions. The statistical population of the study included all physics students who studied the basics of electricity and magnetism at Farhangian University in the academic year 2009-2010. The statistical sample of this study included 132 physics students of Farhangian University (including 4 classes) who were purposefully selected and randomly divided into two classes of experimental group (66 people) and two classes of control group (66 people). First, both groups were evaluated using the Pekran Academic Achievement Emotions Questionnaire. Then, the project-based independent learning variable was applied to the experimental group and no new intervention was performed on the control group and the students were trained in the same traditional teacher-centered way. Finally, at the end of the semester, the changes of the dependent variable in both groups were measured by the same questionnaire.The Pekrun Academic Achievement Emotion Questionnaire (Pekrun, Goetz, Titz, & Perry, 2002) is designed to assess learners' academic achievement emotions. This questionnaire is a self-report tool that is based on qualitative and quantitative research and measures the academic excitement of learners who experience in different educational situations. The questionnaire has three parts: emotions related to the class, emotions related to learning and emotions related to the exam. Each of these categories is divided into two categories of positive and negative emotions. In this study, the emotions related to class and learning were evaluated. Classroom subscales measure class enjoyment, hope, pride, anger, anxiety, shame, frustration, and fatigue. The Learning Excitement section measures the emotions of hope, pride, anger, anxiety, shame, frustration, and fatigue.The educational package of the present study, including the course content, was prepared by the researchers based on a project-based learning approach. After review by four professors of physics and two professors of educational sciences, the training package was reviewed and modified.The package included electroscope construction, Tesla coil construction, Pencil charcoal resistance, IC batteries, Electric magnet construction, Projectile LEDs, Tape suspension, and AC converter. This program has been presented to undergraduate physics students in the first semester of the academic year 2009-2010. Analysis of covariance test was used to analyze the research data.The results of analysis of covariance showed that the comparison of positive classroom emotions between the two groups F (24.24) was significant at the level of P <0.001. Also, in the positive emotions of learning, the observed F (12.08) is significant at the level of P <0.001. Therefore, by confirming the first hypothesis of the research, it can be said that project-based learning in physics has an effect on the positive academic emotions of Farhangian University students. The results also showed that the comparison of negative classroom emotions between the two F groups (20.39) was significant at the level of P <0.001. Also, in the negative emotions of learning, the observed F (55.75) is significant at the level of P <0.001. Therefore, by confirming the second hypothesis of the research, it can be said that project-based learning in physics has an effect on the negative academic emotions of Farhangian University students.The results of this study showed that project-based learning is effective in increasing the positive academic excitement of physics students. This effect was observed for both class-related and learning-related emotions. The results also show that project-based learning is effective in reducing the negative academic emotions of physics students. This effect was also seen in both class-related and learning-related emotions.Experts in the field of education believe that students who learn through active learning not only have better learning, but also enjoy their learning process more. The reason for this pleasure is that instead of being just listeners, they actively participate in the learning process and take responsibility for the learning process.Project-based learning, by applying real-world performance tasks related to social challenges, provides learners with the opportunity to use the social and emotional competencies associated with learning. Project-based learning increases the motivation and active involvement of learners in learning. This method improves learners' attitudes toward learning physics, reduces anxiety, increases self-efficacy, and enables learners to enjoy learning physics (Goldstein, 2016). The results of Choi, Lee, & Kim (2019) also indicate that the use of this teaching method causes a positive change in students' attitudes toward homework.In this regard, it is recommended to use this method in teaching students' courses. Curriculum planners are also advised to adjust the curriculum to facilitate the use of new teaching methods and distance from the traditional teacher-centered method. In this study, the academic emotions related to the exam were not examined. It is suggested that this variable be considered in future studies. It is also suggested that the mediating role of academic emotions in students' academic achievement be examined.

The aim of this article is to analyze innovative project-based learning (PBL) methods and their impact on enhancing problem-solving skills among students. Project-based learning, as a modern educational approach, emphasizes practical activities and real-world applications, allowing students to actively engage in their learning process. This study reviews various research and theoretical models to understand how PBL can significantly improve problem-solving skills by fostering critical thinking, collaboration, and independent learning. The findings indicate that PBL provides a conducive environment for students to develop analytical skills and tackle complex problems through hands-on experience. Moreover, innovative methods, such as integrating digital technologies and interdisciplinary approaches, have been identified as effective enhancements to traditional PBL, offering further improvements in students’ problem-solving abilities. However, the study also highlights challenges such as the need for more resources and time in implementing PBL effectively. Suggestions for future research include exploring the long-term effects of PBL on problem-solving skills and examining its applicability across different educational contexts. The article concludes by emphasizing the potential of PBL to transform educational practices and improve students’ preparedness for real-world challenges.

This article explores the impact of modern approaches in cooperative learning on the development of social skills in students. Cooperative learning, characterized by active group participation and collective problem-solving, is shown to significantly enhance social competencies such as effective communication, teamwork, problem-solving, and empathy. The study critically analyzes several innovative strategies, including project-based learning (PBL), problem-based learning, online learning, and blended learning. Through a review of relevant literature and empirical studies, the article demonstrates how these approaches not only improve academic outcomes but also play a vital role in social skill development. The findings suggest that while each approach offers unique benefits—such as enhanced critical thinking and collaboration—there are also challenges, including the need for adequate resources and support. The article concludes with recommendations for future research to further explore the long-term effects of cooperative learning on social skills and ways to optimize its implementation in diverse educational settings.

The objective of this article is to evaluate the effectiveness of project-based learning (PBL) in developing students' innovative skills. Using a descriptive analysis method, this review examines and analyzes the existing literature on this subject. The findings indicate that PBL significantly enhances innovative skills such as critical thinking, problem-solving, and creativity in students. This educational approach fosters social skills and collaboration by providing opportunities for hands-on experiences and active student participation. However, challenges such as the need for additional resources, proper scheduling, and sufficient support from teachers and school administrators are identified as major obstacles to the successful implementation of PBL. Therefore, it is recommended that educational policymakers and teachers promote and support innovative teaching methods such as PBL, considering the results of this research. Future studies could further explore various aspects of PBL to improve its implementation.