The impact of project-based learning in physics education on university students’ motivation to learn and metacognition
Project-based learning, involving an interdisciplinary approach, can be applied in the treatment of the content of various teaching subjects. It is also applicable at the university level. The aim of this research was to examine whether project-based learning could enhance students’ motivat...
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| Format: | Article |
| Language: | srp |
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Institute for Educational Research, Belgrade
2023-01-01
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| Series: | Zbornik Instituta za pedagoška istraživanja |
| Subjects: | |
| Online Access: | https://doiserbia.nb.rs/img/doi/0579-6431/2023/0579-64312302275C.pdf |
| _version_ | 1827288366647869440 |
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| author | Čavić Milan Beljin-Čavić Milica Horvat Saša Bogdanović Ivana Stanisavljević Jelena |
| author_facet | Čavić Milan Beljin-Čavić Milica Horvat Saša Bogdanović Ivana Stanisavljević Jelena |
| author_sort | Čavić Milan |
| collection | DOAJ |
| description | Project-based learning, involving an interdisciplinary approach, can be
applied in the treatment of the content of various teaching subjects. It is
also applicable at the university level. The aim of this research was to
examine whether project-based learning could enhance students’ motivation to
learn physics and their metacognitive awareness. Therefore, a pedagogical
experiment with one group was applied. The sample consisted of 94 first-year
students from the Faculty of Sciences and the Faculty of Technology at the
University of Novi Sad. A pedagogical experiment was applied, and
statistical analysis of the collected data was conducted. Project-based
learning was implemented in addressing the topic of Diffusion and Osmosis,
which involves the integration of content from biology, physics, and
chemistry. Students created eighteen projects, and their products were video
materials. The data collection technique was the use of a questionnaire. The
research results showed that there was no significant difference in
students’ motivation before and after the implementation of project-based
learning. However, a statistically significant difference was found in
students’ metacognition before and after the application of project-based
learning. The results of this research suggest the need to encourage the
implementation of project-based learning in university education with the
aim of increasing students’ metacognitive awareness and further enhancing
the implementation of project-based learning to positively impact students’
motivation for learning. |
| first_indexed | 2024-04-24T11:30:00Z |
| format | Article |
| id | doaj.art-8c582d2bbdb54057b2fdb28b9a53cc30 |
| institution | Directory Open Access Journal |
| issn | 0579-6431 1820-9270 |
| language | srp |
| last_indexed | 2024-04-24T11:30:00Z |
| publishDate | 2023-01-01 |
| publisher | Institute for Educational Research, Belgrade |
| record_format | Article |
| series | Zbornik Instituta za pedagoška istraživanja |
| spelling | doaj.art-8c582d2bbdb54057b2fdb28b9a53cc302024-04-10T10:28:47ZsrpInstitute for Educational Research, BelgradeZbornik Instituta za pedagoška istraživanja0579-64311820-92702023-01-0155227529910.2298/ZIPI2302275C0579-64312302275CThe impact of project-based learning in physics education on university students’ motivation to learn and metacognitionČavić Milan0https://orcid.org/0000-0002-5632-806XBeljin-Čavić Milica1https://orcid.org/0000-0001-8158-1166Horvat Saša2https://orcid.org/0000-0002-4744-0375Bogdanović Ivana3Stanisavljević Jelena4https://orcid.org/0000-0002-8860-9368University of Novi Sad, Faculty of Sciences, Novi Sad, SerbiaUniversity of Novi Sad, Faculty of Technical Sciences, Novi Sad, SerbiaUniversity of Novi Sad, Faculty of Sciences, Novi Sad, SerbiaUniversity of Novi Sad, Faculty of Sciences, Novi Sad, SerbiaUniversity of Belgrade, Faculty of Biology, Belgrade, SerbiaProject-based learning, involving an interdisciplinary approach, can be applied in the treatment of the content of various teaching subjects. It is also applicable at the university level. The aim of this research was to examine whether project-based learning could enhance students’ motivation to learn physics and their metacognitive awareness. Therefore, a pedagogical experiment with one group was applied. The sample consisted of 94 first-year students from the Faculty of Sciences and the Faculty of Technology at the University of Novi Sad. A pedagogical experiment was applied, and statistical analysis of the collected data was conducted. Project-based learning was implemented in addressing the topic of Diffusion and Osmosis, which involves the integration of content from biology, physics, and chemistry. Students created eighteen projects, and their products were video materials. The data collection technique was the use of a questionnaire. The research results showed that there was no significant difference in students’ motivation before and after the implementation of project-based learning. However, a statistically significant difference was found in students’ metacognition before and after the application of project-based learning. The results of this research suggest the need to encourage the implementation of project-based learning in university education with the aim of increasing students’ metacognitive awareness and further enhancing the implementation of project-based learning to positively impact students’ motivation for learning.https://doiserbia.nb.rs/img/doi/0579-6431/2023/0579-64312302275C.pdfmetacognitionmotivation to learnproject-based learninguniversity education |
| spellingShingle | Čavić Milan Beljin-Čavić Milica Horvat Saša Bogdanović Ivana Stanisavljević Jelena The impact of project-based learning in physics education on university students’ motivation to learn and metacognition Zbornik Instituta za pedagoška istraživanja metacognition motivation to learn project-based learning university education |
| title | The impact of project-based learning in physics education on university students’ motivation to learn and metacognition |
| title_full | The impact of project-based learning in physics education on university students’ motivation to learn and metacognition |
| title_fullStr | The impact of project-based learning in physics education on university students’ motivation to learn and metacognition |
| title_full_unstemmed | The impact of project-based learning in physics education on university students’ motivation to learn and metacognition |
| title_short | The impact of project-based learning in physics education on university students’ motivation to learn and metacognition |
| title_sort | impact of project based learning in physics education on university students motivation to learn and metacognition |
| topic | metacognition motivation to learn project-based learning university education |
| url | https://doiserbia.nb.rs/img/doi/0579-6431/2023/0579-64312302275C.pdf |
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