Developing Core Competence with Project-Based Learning: Voices from Chinese High School Students Serving Visually Impaired Students

Autor/inn/en	Zhou, Linli; Li, Jia
Titel	Developing Core Competence with Project-Based Learning: Voices from Chinese High School Students Serving Visually Impaired Students
Quelle	In: ECNU Review of Education, 5 (2022) 2, S.383-389 (7 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Zhou, Linli)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2096-5311
DOI	10.1177/20965311211005478
Schlagwörter	Student Projects; Foreign Countries; High School Students; Students with Disabilities; Visual Impairments; Active Learning; Empathy; Perspective Taking; Accessibility (for Disabled); Sanitation; Social Responsibility; China + Suchen Sie Ihr Suchwort? Schulprojekt; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Disability; Disabilities; Behinderung; Visual handicap; Sehbehinderung; Aktives Lernen; Empathie; Zukunftsperspektive; Accessibility; Zugänglichkeit; Betriebshygiene; Soziale Verantwortung
Abstract	This study explores the experiences of project-based learning (PBL) experimentation in Chinese high schools, especially the feedback that Chinese students have for better practicing PBL in China. We conducted a case study at two Chinese high schools in an intermediate city, Suzhou, which started their first PBL practice. The two high schools were chosen because of their unique initiative to mix visually impaired students (VIS) and ordinary students in a PBL course, which focuses on "designing accessible garbage bins for VIS." Interviews and observations were conducted. All data are anonymized. After two rounds of thematic sorting and coding of the qualitative data, we found that the PBL course helped students develop two aspects of the civic participation dimension of core competence: social responsibility and problem-solving. Students learned to empathize with VIS to understand their needs and to build a more feasible and usable garbage bin. This study provides instructional recommendations in terms of how to better utilize the pedagogy of PBL in Chinese K-12 schools, particularly to support teachers to facilitate students' development of core competence and learning of inclusion, social responsibility, and sustainability by using the PBL technique. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01