TY - JOUR
T1 - Project-based learning in education for sustainable development
T2 - A case study of graduate planning students
AU - Teff-Seker, Yael
AU - Portman, Michelle Eva
AU - Kaplan-Mintz, Keren
N1 - Publisher Copyright: © 2019 by the Regents of the University of California.
PY - 2019/12/31
Y1 - 2019/12/31
N2 - Urban planning can serve a vital role in meeting the goals of education for sustainable development (ESD); it could potentially provide future planners with the environmental considerations necessary to meet the needs of the present without compromising the ability of future generations to meet their own needs. This article presents findings from a quantitative study of planning students' experiences with Project- and Problem-Based Learning (PPBL). Graduate planning students in an environmental planning class were divided into two groups according to their course assignment, PPBL or non-PPBL, and given pre- and post-questionnaires, with questions to grade statements on environmental attitudes and behaviors. PPBL students reported a statistically significant change in environmental behavior involving others, while neither behavior nor attitudes changed significantly for students in the control group. Then, semi-open interviews were conducted with 11 of the students 3 years later. The interviews indicate that PPBL students remembered more content related to their assignments and felt they received more types of planning experiences and tools than those in the control group.
AB - Urban planning can serve a vital role in meeting the goals of education for sustainable development (ESD); it could potentially provide future planners with the environmental considerations necessary to meet the needs of the present without compromising the ability of future generations to meet their own needs. This article presents findings from a quantitative study of planning students' experiences with Project- and Problem-Based Learning (PPBL). Graduate planning students in an environmental planning class were divided into two groups according to their course assignment, PPBL or non-PPBL, and given pre- and post-questionnaires, with questions to grade statements on environmental attitudes and behaviors. PPBL students reported a statistically significant change in environmental behavior involving others, while neither behavior nor attitudes changed significantly for students in the control group. Then, semi-open interviews were conducted with 11 of the students 3 years later. The interviews indicate that PPBL students remembered more content related to their assignments and felt they received more types of planning experiences and tools than those in the control group.
UR - http://www.scopus.com/inward/record.url?scp=85079602568&partnerID=8YFLogxK
U2 - https://doi.org/10.1525/cse.2018.001537
DO - https://doi.org/10.1525/cse.2018.001537
M3 - مقالة
SN - 2473-9510
VL - 3
JO - Case Studies in the Environment
JF - Case Studies in the Environment
IS - 1
ER -