Project based learning to pose reasoning skills for year 1 pupil

Zahara Aziz, Shamsinarhaliah Mohd Shamsuri, Lily Damayanti

    Research output: Contribution to journalArticle

    1 Citation (Scopus)

    Abstract

    This article reports the results of a study on the implementation of the Project Based Learning (PBL) approach among Year 1 pupils at a selected school in Sepang, Selangor. This study was conducted to determine whether project based learning can pose reasoning skills for the Year 1 pupils in the topic of Plants in science subject. The study employed the collaborative action research approach design to pose reasoning skills among pupils. A total of 32 pupils in Year 1 had been selected as the respondents in this study. Teaching and learning activities had been carried out for 8 weeks, in which each learning session was held for one hour which followed the original class schedules. The study adopted the Three Phase Project Approach that was proposed by Katz & Chard. The results showed that project based learning were able to draw pupils to be engaged better in their learning process. PBL can also help pupils raise their reasoning skills in learning.

    Original languageEnglish
    Pages (from-to)82-87
    Number of pages6
    JournalReview of European Studies
    Volume5
    Issue number4
    DOIs
    Publication statusPublished - 2013

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    class schedule
    Pupil
    research approach
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    learning process
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    science
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    Keywords

    • Plan
    • Primary school
    • Project based learning
    • Reasoning skills

    ASJC Scopus subject areas

    • History
    • Cultural Studies

    Cite this

    Project based learning to pose reasoning skills for year 1 pupil. / Aziz, Zahara; Shamsuri, Shamsinarhaliah Mohd; Damayanti, Lily.

    In: Review of European Studies, Vol. 5, No. 4, 2013, p. 82-87.

    Research output: Contribution to journalArticle

    Aziz, Zahara ; Shamsuri, Shamsinarhaliah Mohd ; Damayanti, Lily. / Project based learning to pose reasoning skills for year 1 pupil. In: Review of European Studies. 2013 ; Vol. 5, No. 4. pp. 82-87.
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