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Problem-Oriented Project Learning as a First Year Experience: A Transformative Pedagogy for Entry Level PPL
| Content Provider | Semantic Scholar |
|---|---|
| Author | Nielsen, Niels Møller |
| Copyright Year | 2019 |
| Abstract | 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. |
| Starting Page | 6 |
| Ending Page | 6 |
| Page Count | 1 |
| File Format | PDF HTM / HTML |
| DOI | 10.3390/educsci10010006 |
| Volume Number | 10 |
| Alternate Webpage(s) | https://res.mdpi.com/d_attachment/education/education-10-00006/article_deploy/education-10-00006.pdf |
| Alternate Webpage(s) | https://doi.org/10.3390/educsci10010006 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
