Impact of cross-cutting pedagogical features based on neuroeducation advances: project-based learning vs. Traditional lecturing in engineering education (Record no. 21952)
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| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20241217122749.0 |
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| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | AIKTC-KRRC |
| Transcribing agency | AIKTC-KRRC |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| 9 (RLIN) | 24853 |
| Author | Paciarotti, Claudia |
| 245 ## - TITLE STATEMENT | |
| Title | Impact of cross-cutting pedagogical features based on neuroeducation advances: project-based learning vs. Traditional lecturing in engineering education |
| 250 ## - EDITION STATEMENT | |
| Volume, Issue number | Vol.37(3), Jan |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Sangli |
| Name of publisher, distributor, etc. | K.E. Society's Rajarambapu Institute of Technology |
| Year | 2024 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Pagination | 17-32p. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | On the academic level of education, Traditional Lecturing represents the primary means of conveying information to the class. At the same time, Project-based learning is one of the major research subjects in engineering education, and literature claims it can offer more authentic and meaningful learning experiences. Supported by the most recent advances in syntheses of meta-analyses in education and neuroscientific-based educational sciences, the study presented compares Traditional Lecturing and two versions of Project-based learning implemented with variations in content and project typologies through a single-group variation on the two-group post-test-only randomized experiment. Two research hypotheses were investigated using three questionnaires and a test: I) the learning experience and outcomes are enhanced when attending Projectbased learning lessons compared to Traditional Lecturing ones; II) effective cross-cutting instructional elements are more detectable in Projectbased learning than in Traditional Lecturing and variations in contents and typologies of project do not lead to different outcomes within Project-basedlearning. The research was carried out in an Engineering course and involved 80 students. The results show that Project-based learning outperforms Traditional Lecturing and highlight the crucial role of some cross-cutting instructional features that are detectable or missing within the two methodologies. Derived from meta-analyses and neuroscientificbased educational sciences, these features represent a solid pedagogical core within the structure of the Project-based learning methodology. We argue they have a relevant role in the stability and enhancement of the results of Project-based learning in comparison with Traditional Lecturing. Indeed, despite variations in content and project typologies, Project-based learning produces similar results. Finally, for engineering teachers wishing to adopt Project-based learning, this study provides insights into the necessity to understand, consciously incorporate, support, and manipulate such particular features, especially through developing pedagogical competence based on scientific evidence. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| 9 (RLIN) | 4642 |
| Topical term or geographic name entry element | Humanities and Applied Sciences |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| 9 (RLIN) | 24854 |
| Co-Author | Bertozzi, Gabriele |
| 773 0# - HOST ITEM ENTRY | |
| International Standard Serial Number | 2349-2473 |
| Place, publisher, and date of publication | Sangli Rajarambapu Institute Of Technology |
| Title | Journal of engineering education transformations (JEET) |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| URL | https://journaleet.in/articles/the-impact-of-cross-cutting-pedagogical-features-based-on-neuroeducation-advances-project-based-learning-vs-traditional-lecturing-in-engineering-education |
| Link text | Click here |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Articles Abstract Database |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Total Checkouts | Barcode | Date last seen | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | School of Engineering & Technology | School of Engineering & Technology | Archieval Section | 17/12/2024 | 2024-1588 | 17/12/2024 | 17/12/2024 | Articles Abstract Database |