as discussed
“Problem” or issue of concern
(propose student should teaching skill for wokk b/c defree not work for job,student do not know how to application
evidence one teaching job only for job not learning
larning is not just larning skill but ....
the reason of instruction is wrong of instructor and the grade sytem
Education policy may cause education fall, students deviate the alternate goal of learning and constrained instructor's innovation. For most student have a problem on output knowledge on what they have learn .More and more students attach importance to GPA ,degree rather than knowledge. Some student attend class just for a degree instead of real interesting or learning. The root cause is education orientation is no interested for students ,and it should be improved.
Literature review
Students do not learn much from taking the typical college course. The economics education literature supports this claim. Phillip Saunders (1980) conducted Ina study that compared“ the performance of students who have taken a "typical" two-semester college course in introductory economics with the performance of similar students who [had] not taken such a course. The comparisons were made at three different times: (1) immediately after an introductory course in economics, when most students are sophomores; (2) two years after an introductory course in economics, when most students are seniors, (3) five years after students have graduated from college—some seven years after a sophomore economics course would have been taken” (p. 2). Saunders used a 33-question multiple-choice exam to measure the different levels of economics literacy between students who took a full year of economics principles courses and those who took no economics courses at all. He found that one year after completing an entire year of economics courses, students scored six points higher than students who did not take any economics courses. In other words, one year of coursework resulted in two more correct answers on a 33-question multiple-choice exam. Two years after completing the yearlongcourse sequence, students who completed it scored 4.76 points higher—meaning they answered roughly 1.3 more questions with correct answers.Saunders found that five years after students had graduated from college, those students who had taken an entire year of economics were able to answer one more question with a correct answer than those who never took an economics course during college. Furthermore, evidence indicates a downward trend in student learning. Employing measures similar to Saunders’, Greene, Stone, Yoho, &Zegey(2013) found that “student performance has declined significantly since 1968” (p. 9). It could because the orientation of education is not satisfied for more students with the progress of human.
In project-based learning find that progressive approach education has become a trend ,and many student and teacher invest amount of enthusiasm and innovative on it. There are several definition on project-based learning involved problem solving, initiative group study is, result in a project, with a considerable length of time, and relevant advisory I hypothesis this is the reason why it has accept by many teacher and students.
Godden and Baddeley proposed that If we learn something underwater, for instance, we remember it better underwater than on the beach. If learning is concept unlisted in this way, work-based projects can be considered learning environments in which students can at least ideally participate in authentic practices and practice skills needed in real life projects. The role of a teacher as an expert practitioner, a model and a coach, is considered essential in this model. However, as Barab et al state that the strength of the project method could lie in the fact that it enables not only the integration of knowledge from different disciplines but also theory and practice. In the process of project work, students can see and feel the reality to which difficult concepts and interactions are related: we suggest that this – if properly implemented – might serve to ease conceptual change and to build mental models enriched with experiential (i.e., autobiographic) knowledge. Some practitioners and students are convinced that properly implemented project-based learning environments can promote students learning interest and improve the education policy.
These evidences show that the project-based learning can result positive impacts on students’ learning. Students can have opportunities to utilize the concept which they learn from school relate to “real world” problem or project, job which may result in students gain satisfaction, interest or motivation from a new education policy.
However, some experts argue: project learning would not conduct a correct education orientation, for example, if the objective of a course is to help students learn the basics of astronomy in a guided discovery mode, it is not a good idea to send them on a journey to outer space. But if the objective is to provide students with a taste of travelling in space for whatever reason, then the idea would make sense. It is not always reasonable to try to achieve project-based learning. during a single course.
Incentive structures of major players: current
· Students want to acquire amount of knowledge and skill from a short term of time .
· The education administration want to achieve a higher education to back so society.
Policy proposal
Build a the university education policy that organized with 1000 to 2000 student to make a project-based learning experiment. Set a second education agency apply problem solving, with a considerable length of time, and relevant advisory and then analysis the results.
Incentive structures of major players: post-policy change
· Students will gain motivation from an engaging study situation, and more likely pay more attention to the learning process, engross in cognitive on study gain good understanding rather than just learn theory.
· Education administration will acquire more important factors of student learning and achieve higher education.
Expected outcome of policy implementation
I expect the typical student will maintain their current study process, but that some students need to improve their learning method . I also predict that education administration need pay more attention on students' feedback and advocate instructor give more advice rather than give them more stress on their career.
Proposed measures of policy effect
Student outcomes such as a useful GPA, time to degree completion, and student could express their knowledge and apply to real life. In addition, the experiment it should be a long-term project by create new grade method to measure students behavior. The student learning will achieve active learning. Although, some course we cannot achieve but we can apply to small part of project.
Bibliography
Helle, L., Tynjälä, P., &Olkinuora,E. (2006).Project-Based Learning in Post-Secondary Education – Theory, Practice and Rubber Sling Shots.Journal of Higher Education,51(2),287-314, from https://link.springer.com/article/10.1007/s10734-004-6386-5 .