Abstract

Project-based learning (PBL) is a highly effective means of motivating students to learn independently. However, training or encouraging teachers to practice PBL in their classrooms is challenging, especially if the educational system does not accommodate creative teaching practices. In particular, in a test-driven educational system, time constraints and an excess of teaching content makes it difficult to practice PBL at the high school level. This work presents a novel team-teaching model that is based on collaboration between subject teachers and the computer teacher to facilitate PBL in the classroom. A two-year experiment was conducted to study the feasibility of the proposed model, in which the school computer teacher conducts PBL with the 10th grade students in the first year, and subject teachers conduct PBL with the 11th grade students in the second year. Experimental results indicate that the proposed model is feasible in the given educational setting. No class time was lost, and the subject teacher successfully conducted PBL activities. Furthermore, a follow-up survey indicated that the students enjoyed the PBL activities in both classes.

Citation

Chang, L.C. & Lee, G.C. (2010). A team-teaching model for practicing project-based learning in high school: Collaboration between computer and subject teachers. Computers & Education, 55(3), 961-969. Elsevier Ltd. Retrieved May 25, 2022 from https://www.learntechlib.org/p/167138/.

Keywords

• active learning
• computer science education
• Cooperation
• Educational Experiments
• Grade 10
• Grade 11
• improving classroom teaching
• Instructional Effectiveness
• Interdisciplinary Approach
• Interdisciplinary Projects
• models
• secondary education
• Secondary School Teachers
• student attitudes
• Student Projects
• Student Surveys
• Teaching/Learning Strategies
• Team Teaching