Project-based teaching method

Project-based learning is a student-centered teaching model. It helps develop knowledge and related skills through open-ended tasks, encouraging students to explore and realize what they have learned in the process of making and creating their own products. . The project-based curriculum is built on key guiding questions, integrating content standards and higher-order thinking in real-world contexts.

Project-based lessons contain a variety of teaching techniques that can appeal to all types of students regardless of their learning style. Usually, students will receive additional support from teachers or experts to solve problems and deepen their understanding of the content. Technical means are also used to support learning. During the project implementation, many different assessment methods can be applied to help students create quality products.

1. Concepts

Project-based learning is a form of teaching in which students, under the guidance and help of a teacher, independently solve a complex learning task, not only in theory but also in special aspects. practice, thereby creating reproducible, publishable practice products.

2. Classification

a) Classification by project implementation time budget :

• Small project : done over a number of hours, maybe 2 to 6 hours.
• Medium project : done in a number of days (also called project days) but limited to a week or 40 hours of study.
• Large project : done with a large time budget, at least a week, can last for many weeks.

b) Classification by tasks :

• Research project : is a project to survey the actual status of the object.
• Research project : to solve problems, explain phenomena, processes.
• Constructive projects : focus on creating physical products or performing practical actions, in order to perform tasks such as decoration, display, performance, composition.

c) Classification according to the complexity of the learning content:

• Practical project : is a project in mind that is the performance of a complex practical task on the basis of applying basic knowledge and skills learned to create a physical product.
• Integrated project : is a content project that integrates many activities such as practical research, theoretical research, problem solving, implementation of practical and practical activities.

In addition to the above classifications, it is also possible to classify by specialization (subject project, interdisciplinary project, non-subject project); according to the participation of learners (individual projects, group projects, class projects...).

   3. Characteristics

• Practical orientation : the topic of the project comes from the situations of social reality, professional practice as well as real life. The task of the project should contain problems appropriate to the level and cognitive ability of the learners. Learning projects have social practical significance, contributing to linking learning in school with real life and society. Under ideal circumstances, the implementation of projects can bring about positive social impacts.
• Oriented learners' interest : students can participate in choosing topics and learning content suitable to their abilities and personal interests. In addition, learners' interest should continue to develop during project implementation.
• Complex, interdisciplinary : the project content combines knowledge from many different fields or subjects to solve a complex problem or task.
• Action-oriented : in the process of project implementation, there is a combination of theoretical research and application of theory into practical and practical activities. Thereby, test, consolidate and expand theoretical understanding as well as practice action skills and practical experience of learners.
• Learners' self-reliance : in project-based teaching, learners need to actively and independently participate in all stages of the teaching process. That also requires and encourages the responsibility and creativity of learners. Teachers mainly play the role of advice, guidance and help. However, the level of self-reliance should be appropriate to the student's experience, ability, and level of task difficulty.
• Collaborative work : learning projects are often carried out in groups, in which there is collaboration and division of work among team members. Project-based learning requires and trains the readiness and skills to work among participants, between students and teachers, and with other social forces involved in the project. This feature is also known as social learning.
• Product orientation : during project implementation, the products created are not limited to theoretical yields, but in most cases learning projects produce physical products of the activity. practice, practice. These products can use, publish, recommend.

 4. Notes

• Learning projects should contribute to linking learning in school with real life and society; There is a combination of theoretical research and application of theory in practical activities and practice.
• Project tasks should contain problems appropriate to the level and ability of the student.
• Students can participate in choosing topics and learning content suitable to their individual abilities and interests.
• Project content combines knowledge from many different fields or disciplines to solve a complex problem.
• Learning projects are often carried out in groups, in which there is collaboration and division of work among team members.
• The project's output is not limited to theoretical harvests; This product can use, publish, recommend.
• Project teaching is very suitable for organizing teaching of technical applications of physics or applying physics knowledge to solve practical problems.
• Project teaching is not suitable for lessons that require precise, coherent and systematic presentation (physical quantities, laws, physical theories).

 5. Steps to organize project teaching