Cognitive and Socio-Affective Outcomes of Project-Based Learning: Perceptions of Greek Second Chance School Students

Autor/inn/en	Koutrouba, Konstantina; Karageorgou, Elissavet
Titel	Cognitive and Socio-Affective Outcomes of Project-Based Learning: Perceptions of Greek Second Chance School Students
Quelle	In: Improving Schools, 16 (2013) 3, S.244-260 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-4802
DOI	10.1177/1365480213501062
Schlagwörter	Foreign Countries; Active Learning; Student Projects; Questionnaires; Student Attitudes; Nontraditional Education; Statistical Analysis; Factor Analysis; Thinking Skills; College Students; Adult Students; Predictor Variables; Maturity (Individuals); Reflection; Motivation; Professional Identity; Self Control; Interpersonal Relationship; Student Needs; Student Interests; Student Role; Greece + Suchen Sie Ihr Suchwort? Ausland; Aktives Lernen; Schulprojekt; Fragebogen; Schülerverhalten; Non-traditional education; Alternative Erziehung; Statistische Analyse; Faktorenanalyse; Denkfähigkeit; Collegestudent; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Prädiktor; Reifung; psychologische; Motivation (psychologisch); Selbstbeherrschung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Studieninteresse; Griechenland
Abstract	The present questionnaire-based study was conducted in 2010 in order to examine 677 Greek Second Chance School (SCS) students' perceptions about the cognitive and socio-affective outcomes of project-based learning. Data elaboration, statistical and factor analysis showed that the participants found that project-based learning offered a second chance to develop various cognitive skills regarded as professional qualities facilitating their re-integration in society. It also showed that socio-affective skills are developed during project-based learning. The successful acquisition of skills such as persistence, willingness, cooperativeness, creativity and initiative, according to the present work, depends on and is linked to each learner's personal experiences, traits, needs, interests and objectives which during project-based learning are engaged but subordinated to social, cooperative objectives and expectations. Project-based learning provided in SCSs is, therefore, considered to be a powerful means in fighting social marginalization, stigmatization and labelling of school dropouts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10