Supporting Design and Technology Lessons with the Use of Prolem-Based Learning

Abdul Azim Mohamed Sambas, Masitah Shahrill and Masriatol Zuraifah Sajali
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Abdul Azim Mohamed Sambas: School of Energy and Engineering, IBTE Mechanical Campus, Brunei Darussalam

European Journal of Education Articles, 2018, vol. 1

Abstract: This study implemented the use of Problem-Based Learning (PBL) in Design and Technology lessons. The investigation involved students’ attitudes towards PBL. PBL is said to enhance students’ understanding and provide them with meaningful learning experience. The participants for this study were seven Year 11 students consisting of two males and five females from a secondary school in Brunei Darussalam. Data were collected using instruments such as pre- and post-tests, observation list, participant observation, reflection and interviews. The study found there were improvements in the collaboration between the students. They had the opportunities to think creatively to generate ideas for their project. Students’ attitudes became more positive with the implementation using PBL. It is suggested that future teachers to use this method. However, teachers’ confidence in using the PBL method will need to be further enhanced.

Keywords: Problem-Based Learning; Design and Technology; Secondary Schools (search for similar items in EconPapers)
Date: 2018
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Persistent link: https://EconPapers.repec.org/RePEc:eur:ejedjr:26

DOI: 10.26417/ejed.v1i3.p25-36

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