Project-Based Learning of Diffusion and Osmosis: Opinions of Students of Physics and Technology at University of Novi Sad

Project-Based Learning of Diffusion and Osmosis: Opinions of Students of Physics and Technology at University of Novi Sad

There are subjects which university students perceive as uninteresting and which they are reluctant to learn. The use of an appropriate approach to learning can contribute to the formation of positive students’ opinions on learning. Project-based learning (PjBL) is characterized by active research,...

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Bibliographic Details
Published in:SAGE Open Vol. 12; no. 1
Main Authors: Čavić, Milan R., Stanisavljević, Jelena D., Bogdanović, Ivana Z., Skuban, Sonja J., Pavkov-Hrvojević, Milica V.
Format: Journal Article
Language:English
Published: Los Angeles, CA SAGE Publications 01-01-2022
SAGE PUBLICATIONS, INC
SAGE Publishing
Subjects:
Academic Achievement
Foreign Countries
Gender Differences
Intellectual Disciplines
Physics
Program Effectiveness
Project-based learning
Science Education
Skill Development
Student Attitudes
Student Interests
Student Projects
Students
Teaching Methods
Technology Education
Serbia
PjBL
students’ projects
faculty students
interdisciplinary concepts
science
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Summary:There are subjects which university students perceive as uninteresting and which they are reluctant to learn. The use of an appropriate approach to learning can contribute to the formation of positive students’ opinions on learning. Project-based learning (PjBL) is characterized by active research, problem-solving, and student-made projects which is nowdays usually facilitated by the use of computer and network technologies. The aim of this research is to assess opinions of students of physics and technology at University of Novi Sad, Republic of Serbia, on PjBL, as well as to analyze these opinions in connection to three different factors: gender, academic performance, and study program. The physics content Diffusion and Osmosis was realized using PjBL. This topic was chosen because of possible interdisciplinary concepts’ relations between physics, chemistry, and biology. After students’ group work on projects and their project reports, a survey was conducted. Research results showed that opinions of students participating in the research about PjBL were independent of their gender, academic performance, as well as whether they study physics or technology. All students had equally positive opinions on PjBL. Further implementation of PjBL is planned in the authors’ departments, along with the integrative implementation of PjBL in teaching science in collaboration with other departments at the university.
ISSN:2158-2440
2158-2440
DOI:10.1177/21582440211069147