Please use this identifier to cite or link to this item: https://biore.bio.bg.ac.rs/handle/123456789/4585
Title: Project-Based Learning of Diffusion and Osmosis: Opinions of Students of Physics and Technology at University of Novi Sad
Authors: Čavić, Milan
Stanisavljević, Jelena D. 
Bogdanović, Ivana Z,
Skuban, Sonja J,
Pavkov-Hrvojević, Milica V.
Keywords: faculty students;interdisciplinary concepts;PjBL;science;students’ projects
Issue Date: 18-Jan-2022
Rank: M23
Publisher: SAGE Publications Inc,
Citation: Čavić MR, Stanisavljević JD, Bogdanović IZ, Skuban SJ, Pavkov-Hrvojević MV. Project-Based Learning of Diffusion and Osmosis: Opinions of Students of Physics and Technology at University of Novi Sad. SAGE Open. January 2022. doi:10.1177/21582440211069147
Journal: SAGE Open
Abstract: 
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
URI: https://biore.bio.bg.ac.rs/handle/123456789/4585
ISSN: 2158-2440
DOI: 10.1177/21582440211069147
Appears in Collections:Journal Article

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