The Relationship between PBL and Identity

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Other Title
  • PBL教育と自己同一性の関係

Abstract

The goal of this study is to examine whether sophomores change their identity through a course of project based learning (PBL). A questionnaire survey was conducted for 148 sophomores. The participants completed a psychological measure of identity and evaluated their abilities on PBL in the second week and the final week of the course. The results showed that the participants' evaluation of PBL abilities became higher throughout the course, however, their identity score did not change significantly. These results indicate that PBL courses for sophomore did not disturb their identity, but not improve it, neither. Future study should clarify whether PBL courses improve undergraduates' development of identity or not.

Journal

  • Journal of JSEE

    Journal of JSEE 68 (2), 2_50-2_53, 2020

    Japanese Society for Engineering Education

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