Assessment of Project-Based Learning in a MECHATRONICS Context
Israel Institute of Technology, IL
The Academic Coordinator of the Science and Technology Youth Center, Technion - Israel Institute of Technology, Haifa, Israel. At the time this was published he was serving as a Research Associate at the Learning, Research, and Development Center (LRDC) at the University of Pittsburgh in Pennsylvania.
Project-based learning (PBL) that has authenticity in the pupils’ world enables the teaching of science and technology to pupils from a variety of backgrounds. PBL has the potential to enable pupils to research, plan, design, and reflect on the creation of technological projects (Doppelt, 2000). Imparting creative thinking within the design process of pupils’ projects not only requires changing the teaching methods and learning environment, but also adopting new assessment methods such as student portfolios. Engineering education, which is common in Israel, has a unique structure in that it combines practical and theoretical knowledge, synthesizes vertical and lateral thinking, and creates a rich and flexible learning environment.
How to Cite:
Doppelt, Y. (2005). Assessment of Project-Based Learning in a MECHATRONICS Context. Journal of Technology Education, 16(2), 7–24. DOI: http://doi.org/10.21061/jte.v16i2.a.1