Problem-Oriented Project Learning as a First Year Experience: A Transformative Pedagogy for Entry Level PPL
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 formulate...
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| Format: | Article |
| Language: | English |
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MDPI AG
2019-12-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/10/1/6 |
| Summary: | 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. |
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| ISSN: | 2227-7102 |