From ‘doing’ to ‘doing with learning’: reflection on an effort to promote self-regulated learning in technological projects in high school

Abstract

Project-based learning is undoubtedly one of the best instructional methods for developing students’ broad learning capabilities, beyond teaching specific subject matter. However, experienced engineering teachers often tend to concentrate on merely teaching pupils the technical side of project work. This paper describes a programme aimed at fostering self-regulated learning among high schools pupils working on projects in electronics, control systems and robotics. The programme sought, for example, to promote pupils’ conceptual knowledge regarding the subjects they dealt with in their projects, enabling the learners to gain experience using simulation, laboratory testing and troubleshooting in a system that they were constructing. The change in project work also required pupils to document systematically all stages of system development and reflect on their learning by preparing a printed or web-based ePortfolio on the project. Outcomes of the in-service training course given to teachers countrywide and the first signs of change in project work in schools are reported.