Project-based learning is an instructional approach that requires teachers and students to work collaboratively to solve authentic problems guided by a driving question and often making use of technology for research and the presentation of findings. This study examined middle school teachers 19 perceptions associated with the implementation of project-based learning and explored the challenges teachers perceive they face when implementing project-based learning, the ways they respond to these challenges, and the role teachers perceive 21st Century skills play in a project-based learning implementation. The purpose of the study was to examine teachers 19 perceptions of for consideration of future implementations of project-based learning. The study was conducted at a suburban middle school outside Pittsburgh, PA. Forty-nine teachers responded to a questionnaire designed to collect data on their perceptions. The participants were asked to rate challenges they face against a set list of challenges developed through selected literature on project-based learning implementations (Bender, 2012; Markham, Larmer, & Ravitz, 2003). The participants were also asked to explain ways they respond to the perceived challenges and to rate the degree to which they perceived project-based learning addressed 21st Century skills as defined by the Partnership for 21st Century skills. 
The researcher found that teachers perceived that time, meeting state accountability requirements, addressing the standards, implementing the project within the schools schedule and designing the project-based experience were most challenging when implementing project-based learning. The study also found that teachers either knew how to respond to challenges or expressed further concern about doing so. The 21st Century skills teachers perceived project-based learning addressed more effectively than more traditional methods of instruction were communication and collaboration, creativity and innovation, and critical thinking and problem solving.
The findings suggest that professional development may help alleviate some of the perceived challenges teachers face when implementing project-based learning. The study also suggests that 21st Century skills play a valuable role in project-based learning implementations and should be specifically addressed in the development and implementation of project-based learning experiences.

http://d-scholarship.pitt.edu/23533/1/MatthewJHarrisDissertation%235.pdf

The challenges of implementing project-based learning in middle schools

INTRODUCTION Medical students and researchers need to learn English, not only because it is the means of teaching and learning, but also because its knowledge is necessary in their research activities. OBJECTIVE The objective of this study was to determine the importance of the study of English language learning for student medical education. METHOD The investigation was carried out among students of the Medical Faculty of Nis in 2006. The investigation included 312 students of all years of study and departments and was conducted using a questionnaire. RESULTS Average rate in writing skill was 4.64 +/- 0.6, in speaking skill 4.62 +/- 0.6, while the students of the College of Nursing showed significantly lower average value. The average value of learning the foreign language was: writing (3.161 +/- .09); speaking (3.27 +/- 1.1); reading (3.84 +/- 1.0) and understanding (3.85 +/- 1.1). The students of the College of Nursing showed significantly lower grades in comparison to the other three Departments. The comparison analysis was done in order to determine the relation of writing and speaking skills in mother tongue and foreign language. As for the English language, the relation of writing and speaking skills was very strong (Pearson C = 0.641, p < 0.01), while in the mother tongue it was slightly lower (Pearson C = 0.44, p < 0.01). CONCLUSION The percentage of students satisfied with their economic status was 55% and with social status 79%. The writing and speaking skills in the mother tongue and in English were significantly positively associated with students' satisfaction with their social and economic status, while satisfaction with achievements at the Faculty was associated only with the ability of verbal expression in the mother tongue. The students' satisfaction with their social and economic status was mostly associated with good oral skills in English, which indicates that good knowledge of a foreign language is of great influence on the status of an individual in a society.

Interrelationship between learning English language and students' medical education.

Social Studies in Nigerian Primary Schools.

This study describes the implementation of information literacy (IL) skills through the use of the project-based learning (PjBL) method in an English for Academic Purposes (EAP) course. Participants were Arabic speaking students enrolled in the Foundation Program that prepares them for the premedical curriculum in a U.S. medical   college in the State of Qatar. A mixed methods approach consisting of a survey, three focus groups, and instructors' observations was used to gather the needed data. The results showed a significant increase in students' advanced research skills. This study emphasizes the benefit of using the PjBL method to develop students' IL skills. It also reinforces the vital role of faculty-librarian partnership in designing learning activities that engage students, foster their critical thinking, and develop their metacognitive skills.

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Promoting Information Literacy of Pre-Medical Students through Project-Based Learning: A Pilot Study

The purpose of this research was to identifythe correlation of students’ perception (i.e., personal interest, sense making and effort, real world connection and problem solving perception) in learning physics after the intervention of Project – Based Learning (PBL) (i.e., egg drop project). This research was conducted in Tuaran and Kota Maruduin Malaysia. A total of thirtyeight(38) form four students (i.e., 17 male and 21 female students) were used in the study. Data used in the study were collected using the Colorado Learning Attitude about Science Survey (CLASS) – personal interest, sense making, real world connection and problem solving general Category. Respondents were required to response to the survey instrument based on a five pointLikert scale after (post-survey)the implementation of PBL. Data collected were analysed using Statistical Package for Social Science Version 20.0 for windows (SPSS) to identify the correlation of students’ perception based on the post-survey responses. Spearman’s Rank – Order Correlation showed positive correlation between students’ personal interest, making sense and effort, real world connection and problem solving perception that includes overall students.Therefore study revealed that through PBL-egg drop project, students could relate physics concepts; momentum, impulse and impulsive force into real life situations, engaged students’ personal interest, sense making and effort, real world connection and problem solving perception and changed students’ perception towards physics.

/pdf/correlation-of-students-perception-after-project-based-3mcrhbswta.pdf

Correlation of Students’ Perception after Project – Based Learning (Egg Drop Project) Intervention towards learning Physics

Project-based learning facilitates hands-on learning in student-driven investigations, resulting in high-quality, challenging activities. Students participate actively in projects that revolve around their interests, questions or needs. PBL also develops the 21st century skills including critical thinking, collaboration and communication. The essence of PBL is problem-solving, a key critical thinking skill. Since problem-solving is an integral part of medicine, projects represent a significant method of instruction in English for Medical Purposes. Depending on their individual interests and abilities, each student contributes to the whole group work and the final outcome. The approach also requires students to work in teams and to communicate their findings. Using real-life problems to motivate students, challenging them to think deeply about meaningful content, and enabling them to work collaboratively are practices that yield benefits for all students and their future careers. Acta Medica Medianae 2012; 51(2):50-55.

Project-based learning in english for medicine

Language and communication are at the heart of the human experience. Reading and writing are the most powerful modes of formal learning and they are fundamental to intellectual inquiry and creativity in all disciplines. Literacy comprises not only reading and writing skills but also understanding of human communication needs and the way of social functioning. The aim of this study was to determine the importance of foreign language learning for students’ socio-economic adaptation. The study investigated the relationship between students’ foreign language literacy and their achievements in medical studies. The investigation is a prospective study carried out among students of the Faculty of Medicine in Nis during June, 2006. The investigation included 312 students of all departments (medicine, dentistry, pharmacy and nursing) and was conducted by means of a questionnaire. We determined students’ socio-economic adaptation, literacy in the mother tongue and foreign language (reading, writing, speaking and listening), and the ability of using modern technological achievements (computer work, Internet and SMS correspondence). Writing and listening skills of the mother tongue are significantly lower at the Department of Nursing. There is no difference in using post-correspondence among groups, whereby dentistry students most often used modern means of communication. The percentage of students satisfied with their social status is the highest among students of medicine and pharmacy and the lowest among students at the Department of Nursing. The percentage of students satisfied with the economic status is the highest among students of medicine, slightly lower among students of dentistry and pharmacy, and the lowest among nurses. The average grade of achievements at the Faculty is the highest in the group of nurses, slightly lower in the group of pharmacy, and the lowest in the group of medicine and dentistry. Generally, the grades for foreign language skills were the highest at the Department of Medicine, slightly lower at Dentistry and Pharmacy Department and the lowest at the Department of Nursing. Social and communication competence requires not only good knowledge of the mother tongue but of foreign language as well. A major responsibility of teachers at all grade levels is to teach the language and communication skills needed for academic success, career and social mobility. Acta Medica Medianae 2007;46(1):5-10.

Literacy and foreign language teaching as key factors for socio-economic adaptation of students’ population - characteristics of literacy among different departments at the faculty of medicine

This paper analyses the normative framework governing the punishment of community service in Serbian criminal legislation. In this legislation, community service is prescribed as a criminal sanction. Accordingly, the paper has analyzed the provisions of every law that regulates this criminal sanction as well as statistics. A good normative framework is a precondition for the proper implementation of all legal institutes, including community service. Comprehensive analysis of the substantive, procedural, and executive regulations related to the punishment in question, seeks to identify certain failures in its regulations, as well as to give certain suggestions de lege ferenda.

Dragana Spasic

Papers

Project-based learning in english for medicine

Literacy and foreign language teaching as key factors for socio-economic adaptation of students’ population - characteristics of literacy among different departments at the faculty of medicine

Community Service as a Criminal Sanction in Serbian Criminal Legislation.