Renovating project-based learning in Israel to foster learning STEM, computational thinking and design arts

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Moshe Barak



It is widely agreed that project-based learning (PBL) and design-based learning (DBL) are among the best tools that education has for fostering lifelong learning skills such as problem-solving, collaborative work and self-directed learning. In Israeli high schools, every year thousands of students prepare final projects in subjects such as electronics, computer science, mechatronics, and design arts. However, a number of issues have arisen in recent years in implementing PBL or DBL in schools, for example, the students are very loaded in their final year of high school, many students are not prepared enough to work independently on their projects, and there is very little collaboration between students majoring in various technological areas. The present article shows how the Israeli education system is trying to renovate PBL and DBL in technological classes, for example, by deploying the project work over three years of high school (10th, 11th, 12th grades), encouraging interdisciplinary projects and using online documentation of the design process. The factors that facilitate or hinder project work in school are also discussed.

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Author Biography

Moshe Barak, Ben Gurion University of the Negev, Beer Sheba, Israel

I am full Professor at the Department of Sicence and Technology Education