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With the development of information and communication technology, project-based learning (PBL) has become an important pedagogical approach. Group leaders are critical in PBL, and prestige influences learner leadership. Regulation affects learners' prestige, but research on their relationship is lacking. Through content analysis and epistemic network analysis, we examine the regulatory patterns of 21 learners engaged in multi-layered online PBL through online collaborative learning activities over 14 weeks. The analysis results show that: (1) High-prestige learners engaged significantly in "socially shared regulation (U = 24.0, Z = -2.183, p = 0.029)", "monitoring (U = 26.5, Z = -2.008, P = 0.043)", "task understanding (U = 15.0, Z = -2.829, p = 0.004)", and "organizing O (U = 20.5, Z = 0.015, p = 0.013)". (2) The regulatory patterns during PBL stages show that high-prestige learners focus on task dimensions in intra-group discussions. (3) High-prestige learners display positive emotions in inter-group assessments and intra-group refinements. In contrast, low-prestige learners exhibit higher negative emotional engagement. (4) There is a strong correlation between socially shared regulation (GRG = 0.780), content monitoring (GRG = 0.728), and learners' prestige. Socially shared regulation (p = 0.001), self-regulation (p = 0.001), monitoring (p = 0.006), evaluation (p = 0.019), content monitoring (p = 0.000), and process monitoring (p = 0.018) all significantly positively impact learners' prestige. The findings suggest that providing self-regulation and socially shared regulation scaffolding for PBL and utilizing various other methods to enhance learner regulation of learning are likely to increase learners' prestige and PBL effectiveness. [ABSTRACT FROM AUTHOR]

The article addresses the challenges of distance education, i.e. how to manage the pedagogical process of project-based learning (PBL). The research objective was to use PBL as a teaching method where students learn by actively participating in a real professional task – preparing antenatal classes for future parents. We were also interested in developing recommendations for teachers and organisations using PBL in distance education. The study was conducted as mixed-methods research, using qualitative and quantitative data. Forty-four students and 131 future parents participated in the study. Results showed the importance of managing the PBL: learning environment, teamwork, mentoring and the use of information technologies and tools for learning purposes with appropriate didactic and learning strategies. The pedagogical process of PBL in distance education is based on interactive modelling of ICT and virtual reality with didactically integrating professional knowledge and skills in the virtual pedagogical process. [ABSTRACT FROM AUTHOR]

This paper details an integrated inquiry-based mathematics and science method course for preservice teachers designed around STEM problem-based learning. It documents how problem-based learning (PBL) activities supported PSTs' envisioning of equitable approaches for diverse children. The overarching research question was: How did preservice teacher learning and lesson design experiences within integrated STEM inquiry translate to their vision of equity-based STEM practice? The data included PSTs course reflections, STEM PBL 5E units, and reflections as they watched recordings of their teaching their units. This facilitated mapping the development of PSTs' vision for equitable teaching across the field mediated experiences in teaching and learning STEM. Our findings revealed how visions of equitable STEM practices emerged from the PST's own experience as being a learner in an integrated STEM environment and from being a teacher who planned and enacted an equity focused STEM unit in a diverse classroom context. The dual teacher-learner experience of the mediated field experience was critically important to provide experiencing and witnessing the high level of motivation during the meaning-making process and provided evidence that rigorous math and science learning is possible in diverse contexts. [ABSTRACT FROM AUTHOR]

The aim of this study has been the design and evaluation of a sequence of activities that promotes the development of scientific skills in secondary school. For this purpose, design-based research was conducted using a problem-solving methodology to learn as a tool to engage in scientific inquiry practice. The research was structured around the design, implementation, and evaluation phases, with specific tools created to assess both student learning outcomes and the validity of the TLS. These tools helped identify the performance levels achieved by students in the various stages of scientific inquiry, from formulating hypotheses to interpreting data, and also allowed for the evaluation of the teaching methodology's effectiveness. The results indicated that the TLS significantly enhanced students' scientific competence by promoting skills related to scientific inquiry, such as hypothesis formulation, variable identification, observation, data collection, and interpretation. Additionally, the use of a weather station as the central topic provided a context closely tied to the students' local environment, which facilitated deeper engagement and understanding. The evaluation revealed that students progressed in their scientific inquiry skills, moving from "pre-scientific" to "uncertain inquirer" performance levels. While challenges such as initial disorientation and difficulties in representing experimental data were observed, the overall performance of students demonstrated the success of the TLS. Furthermore, the students worked collaboratively, contributing their individual skills and experiences to achieve group goals. This study provides valuable insights into the potential of TLS as an alternative to traditional teaching methods, offering an innovative way to assess and enhance students' scientific skills. It also highlights the importance of teacher guidance in inquiry-based activities and suggests that future projects could benefit from allowing students to choose the topic, further enhancing their motivation and engagement. [ABSTRACT FROM AUTHOR]

The aim of this study has been the design and evaluation of a sequence of activities that promotes the development of scientific skills in secondary school. For this purpose, design-based research was conducted using a problem-solving methodology to learn as a tool to engage in scientific inquiry practice. The research was structured around the design, implementation, and evaluation phases, with specific tools created to assess both student learning outcomes and the validity of the TLS. These tools helped identify the performance levels achieved by students in the various stages of scientific inquiry, from formulating hypotheses to interpreting data, and also allowed for the evaluation of the teaching methodology’s effectiveness. The results indicated that the TLS significantly enhanced students’ scientific competence by promoting skills related to scientific inquiry, such as hypothesis formulation, variable identification, observation, data collection, and interpretation. Additionally, the use of a weather station as the central topic provided a context closely tied to the students’ local environment, which facilitated deeper engagement and understanding. The evaluation revealed that students progressed in their scientific inquiry skills, moving from “pre-scientific” to “uncertain inquirer” performance levels. While challenges such as initial disorientation and difficulties in representing experimental data were observed, the overall performance of students demonstrated the success of the TLS. Furthermore, the students worked collaboratively, contributing their individual skills and experiences to achieve group goals. This study provides valuable insights into the potential of TLS as an alternative to traditional teaching methods, offering an innovative way to assess and enhance students’ scientific skills. It also highlights the importance of teacher guidance in inquiry-based activities and suggests that future projects could benefit from allowing students to choose the topic, further enhancing their motivation and engagement.