Small Steps, Giant Leaps: Project-based Learning in a Conservative Educational System. Greek Students’ Views

Authors

  • Konstantina Koutrouba Department of Home Economics and Ecology, High School Teacher, Harokopio University, Athens, Greece
  • Lydia-Eleni Alexaki Department of Home Economics and Ecology, High School Teacher, Harokopio University, Athens, Greece

DOI:

https://doi.org/10.26417/ejser.v7i1.p37-47

Keywords:

project-based learning, secondary education, students’ views, Greece.

Abstract

The present questionnaire-based study examines 170 Greek upper secondary public and private education students’ perceptions about the factors that facilitate or undermine project-based learning within the framework of the highly conservative Greek educational system, about the cognitive, affective and social skills they developed during the carrying-out of project procedures, and about the levels of satisfaction they experienced during their cooperation with their supervising teachers. According to the results, project-based learning is more effectively implemented in private schools due to infrastructure provided, due to effective coordination of well-defined and pre-planned activities, and due to higher levels of teachers’ professional commitment and students’ learning objectives and expectations. The research also shows that project-based learning, even when embedded in and restricted by traditional educational environments, is considered to produce higher academic attainments for low-achievers, and to facilitate the development of high-ranked cognitive and social skills through students’ involvement in real-life situations, and active participation in problem-solving and decision-making procedures. It also indicates that for the majority of the participants the role of the supervising teacher is crucial since s/he defines the rules of communication, the techniques and the stages of the project carrying-out, and the assessment procedures. It finally shows that Greek students, despite apparent satisfaction experienced due to their participation in project procedures, remain skeptical as regards traditional teachers’ ability to assess reliably group performance, to provide effectively individualized assistance to low-performing group members, and to encourage high-achievers who have never before worked in unfamiliar learning situations.

References

Bransford, J.D., Brown, A.L., & Cocking, R.R. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academies Press.

Cairns, J., Lawton, D., & Gardner, R. (Eds.) (2001). Values, culture and education. London: Kogan Page.

Cantwell, R., & Andrews, B. (2002). Cognitive and psychological factors underlying secondary school students’ feelings towards group work. Educational Psychology, 22(1), 75-91.

Cohen, E.G., Brody, C., & Sapon-Shevin, M. (Eds.) (2004). Teaching cooperative learning: The challenge for teacher education. Albany, NY: Suny Press.

Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113-143.

Corner, C. (2012). Into another world: From creativity to creative learning. Improving Schools, 15(2), 116-129.

Davis, J.M. (2013). Supporting creativity, inclusion and collaborative multi-professional learning. Improving Schools, 16(1), 5-20.

Dochy, R., Segers, M., Van Den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A metanalysis. Learning and Instruction, 13(5), 533-568.

Eurydice (2015). The structure of the European education systems 2014/15: Schematic diagrams. Eurydice: European Commission, EACEA. Available online: https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/images/0/05/192EN.pdf [Accessed: 1-7-2016].

Frame, J.D. (2002). The new project management: Tools for an age of rapid change, complexity and other business realities. 2nd edn. San Francisco: Jossey-Bass.

Geier, R., Blumenfeld, P.C., Marx, R.W., Krajcik, J.S., Fishman, B., Soloway, E., & Clay-Chambers, J. (2008). Standardized test outcomes for students engaged in inquiry-based science curricula in the context of urban reform. Journal of Research in Science Teaching, 45(8), 922-939.

Georgiadis, M.N. (2007). Educational reforms in Greece (1959-1997) and human capital theory. Journal for Critical Education Policy Studies, 5(2), 342-368.

Gillies, R. (2007). Cooperative learning: Integrating theory and practice. Thousand Oaks, CA: Sage.

Gillies, R., & Ashman, A. (Eds.) (2003). Cooperative learning: The social and intellectual outcomes of learning in groups. London: RoutledgeFalmer.

Gillies, R., Ashman, A., & Terwel, J. (Eds.) (2008). The teachers’ role in implementing cooperative learning in the classroom. New York: Springer.

Gray, C.F., & Larson, E.W. (2008). Project management: The managerial process. 4th edn. New York: McGraw-Hill/Irwin.

Greany, T., & Rodd, J. (2003). Creating a learning to learn school: Research and practice for raising standards, motivation and morale. London: Campaign for Learning.

Greek Government Gazette (2013). I. Ministerial Decision 30972/C1/5-3-2013 (614/?/15-3-2013): Evaluation of school units' educational work and self-evaluation process. II. Law 4142/2013 (83/A/9-4-2013): Authority for quality assurance in primary and secondary education. III. Law 4186/2013 (193/A/17-9-2013): Restructuring of secondary education and other provisions. IV. Presidential Decree 152/1-11-2013 (240/A/5-11-2013): Evaluation of teachers of primary and secondary education. Athens: National Printing House. Available online: https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Greece:Legislation#anchor6_4186 [Accessed: 1-7-2016] [in Greek].

Hansen, R.S. (2006). Benefits and problems with student teams: Suggestions for improving team projects. Journal of Education for Business, 82(1), 11-19.

Hedberg, P.R. (2009). Learning through reflective classroom practice: Applications to educate the reflective manager. Journal of Management Education, 33(1), 10-36.

Hmelo-Silver, C., Chinn, C., Chan, C., & O’Donnell, A. (Eds.) (2013). The international handbook of collaborative learning. New York: Routledge.

Ifanti, A. (2007). Policy and curriculum development in Greece. The case of secondary school curriculum. Pedagogy, Culture and Society, 15(1), 71-81.

Johnson, D., & Johnson, F. (2013). Joining together: Group theory and group skills. 11th edn. Boston, MA: Allyn and Bacon.

Johnson, D., & Johnson, R. (2003). Student motivation in cooperative groups: Social interdependence theory. In R. Gillies & A. Ashman (Eds.), Cooperative learning: The social and intellectual outcomes of learning in groups, (pp. 136-176). London: RoutledgeFalmer.

Kagan, S., & Kagan, M. (2009). Cooperative Learning. San Clemente, CA: Kagan.

Kaldi, S., Filippatou, D., & Govaris, C. (2011). Project-based learning in primary schools: effects on pupils' learning and attitudes. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 39(1), 35-47.

Kaldi, S., Philippatou, D., & Onoufriou, M. (2009). Co-operative group teaching and learning in the Greek and Cypriot primary education. The International Journal of Learning, 16(11), 407-422.

King, A. (2002). Structuring peer interaction to promote high-level cognitive processing. Theory into Practice, 41(1), 33-40.

Koulaidis, V., Dimopoulos, K., Tsatsaroni, A., & Katsis, A. (2006). Young people’s relationship to education: The case of Greek youth. Educational Studies, 32(4), 343-59.

Koutrouba, K. (2012). A profile of the effective teacher: Greek secondary education teachers’ perceptions. European Journal of Teacher Education, 35(3), 359-374.

Koutrouba, K., & Christopoulos, I. (2015). Cooperative learning effectiveness in the bureaucratic school: Views of Greek secondary education teachers. International Journal of Learning, Teaching and Educational Research, 12(2), 64-88.

Koutrouba, K., Kariotaki, M., & Christopoulos, I. (2012). Secondary education students’ preferences regarding their participation in group work: The case of Greece. Improving Schools, 15(3), 245-259.

Koutselini, M. (2008). Teacher misconceptions and understanding of cooperative learning: An intervention study. Journal of Classroom Interaction, 43(2), 34-44.

Kutnick, P., Blatchford, P., Clark, H., MacIntyre, H., & Baines, E. (2005). Teachers’ understandings of the relationship between within-class (pupil) grouping and learning in secondary schools. Educational Research, 47(1), 1-24.

Littky, D., & Grabelle, S. (2004). The big picture: Education is everyone’s business. Alexandria, VA: Association for Supervision and Curriculum Development.

Matsagouras, E. (Ed.) (2011). The innovation of project in Upper High-school: A guide for teachers’ educators. Teachers’ book. Students’ book. Athens: Ministry of Education – Institute for Educational Policy [in Greek].

Matsumura, L.C., & Pascal, J. (2003). Teachers’ assignments and student work: Opening a window on classroom practice. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing, University of California at Los Angeles.

Mayer, R., & Alexander, P. (Eds.) (2011). Handbook of research on learning and instruction. Educational Psychology Handbook Series. New York: Routledge.

Mergendoller, J.R., Maxwell, N., & Bellisimo, Y. (2007). The effectiveness of problem based instruction: A comparative study of instructional methods and student characteristics. Interdisciplinary Journal of Problem-Based Learning, 1(2), 49-69.

Nadler, J., Thompson, L., & van Boven, L. (2003). Learning negotiation skills: Four models of knowledge creation and transfer. Management Science, 49(4), 529-540.

Newell, R. (2003). Passion for learning: How project based learning meets the needs of 21st-century students. Lanham, MD: The Scarecrow Press.

OECD [Organisation for Economic Cooperation and Development] (2011). Education policy advice for Greece. Strong performers and successful reformers in education. OECD Publishing. Available online: http://www.oecd.org/greece/48407731.pdf [Accessed: 1-7-2016].

OECD (2015). Education policy outlook: Making reforms happen. OECD Publishing. Available online: http://www.oecd.org/publications/education-policy-outlook-2015-9789264225442-en.htm [Accessed: 1-7-2016].

Paulson, E. (2011). Group communication and critical thinking competence development. Business Communication Quarterly, 74(4), 399-411.

Pearce, J.A., & Doh, J.P. (2005). The high impact of collaborative social initiatives. MIT Sloan Management Review, 46(3), 30-39.

Polman, J.L. (2000). Designing project-based science: Creating learning through guided inquiry. New York: Teachers College Press.

Railsback, J. (2002). Project-based instruction: Creating excitement for learning. Portland, OR: Northwest Regional Educational Laboratory.

Ravitz, J. (2010). Beyond changing culture in small high schools: Reform models and changing instruction with project-based learning. Peabody Journal of Education, 85(3), 290-312. .

Roper, K.O., & Phillips, D.R. (2007). Integrating self-managed work teams into project management. Journal of Facilities Management, 5(1), 22-36.

Ryan, K., & Cooper, J.M. (2007). Those who can, teach. 11th edn. Boston, MA: Houghton Mifflin Company.

Saiti, A. (2007). School leadership and educational equality: Analysis of Greek secondary school data. School Leadership and Management, 27(1), 65-78.

Savery, J. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1), 9-20.

Schaufeli, W.B., & Bakker, A.B. (2004). Job demands, job resources, and their relationship with burnout and engagement: A multi-sample study. Journal of Organizational Behavior, 25(3), 293-315.

Sharan, Y. (2010). Cooperative learning for academic and social gains: Valued pedagogy, problematic practice. European Journal of Education, 45(2), 300-313.

Sharan, Y. (2015). Meaningful learning in the cooperative classroom. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 43(1), 83-94.

Slavin, R.E. (2014). Educational psychology. Theory and practice. 11th edn. Boston: Pearson/Allyn and Bacon.

Smith, H.III, Smarkusky, D., & Corrigall, E. (2008). Defining projects to integrate evolving team fundamentals and project management skills. Journal of Information Systems Education, 19(1), 99-110.

Stoeber, J., & Rennert, D. (2008). Perfectionism in school teachers: Relations with stress appraisals, coping styles, and burnout. Anxiety, Stress, and Coping. An International Journal, 21(1), 37-53.

Strobel, J., & van Barneveld, A. (2008). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary Journal of Problem-based Learning, 3(1), 44-58.

Tan, I., Sharan, S., & Lee, C. (2006). Group investigation and student learning. Singapore: Marshall Cavendish.

Taratori-Tsalkatidou, E. (2007). The project method in theory and practice. 2nd edn. Thessaloniki: Kyriakidis [in Greek].

Traianou, A. (2009). The uncertain character of recent educational reform in Greece. Forum, 51(2), 131-142.

Van Ryzin, M., & Newell, R. (2009). Assessing what really matters in schools: Building hope for the future. Lanham, MD: Rowman & Littlefield.

Vitto, J.M. (2003). Relationship-driven classroom management: Strategies that promote student motivation. Thousand Oaks, CA: Corwin Press.

Volkema, R.J. (2010). Designing effective projects: Decision options for maximizing learning and project success. Journal of Management Education, 34(4), 527-550.

Vouyoukas, A.C. (2007). An analysis of equality, legislation, attitudes and values in education: The case of Greece. Mediterranean Journal of Educational Studies, 12(2), 115-134.

Wurdinger, S., & Enloe, W. (2011). Cultivating life skills at a project-based charter school. Improving Schools, 14(1), 84-96.

Wurdinger, S., & Rudolph, J. (2009). A different type of success: teaching important life skills through project based learning. Improving Schools, 12(2), 115-129.

?

Downloads

Published

2017-08-25

How to Cite

Koutrouba, K., & Lydia-Eleni Alexaki. (2017). Small Steps, Giant Leaps: Project-based Learning in a Conservative Educational System. Greek Students’ Views. European Journal of Social Science Education and Research, 4(2), 11–29. https://doi.org/10.26417/ejser.v7i1.p37-47