CC BY
14SCIENTIFIC PROGRESS
VOLUME 2 I ISSUE 2 I 2021 ISSN: 2181-1601
USING PROJECT-BASED APPROACH IN TEACHING Shirin Asenbaevna Eskalieva
vc\
3 year student faculty of Foreign Languages, Uzbekistan, Nukus
ABSTRACT
This article highlights the main role of project-based learning in teaching foreign languages at universities. It tells that project-based learning is an understudy focused teaching method that includes a dynamic classroom approach in which it is trusted that understudies obtain more profound information through dynamic investigation of certifiable difficulties and issues.
Keywords: Project based learning, Post-auxiliary teachers, psychological engagement
There are many approaches and methods in a teaching and learning process. In order to improve a specific skill, foreign language teachers should know how to use a specific and relevant approach or method to explain a new topic or improve their students' language skills. Using an appropriate approach in pedagogy is also one of arts in teaching. Teachers should use approaches and teaching methods to accommodate the students' needs at the classroom. According to Boaler, one of the best approaches to learn contents is Project-based learning.
PBL (project based learning) has a few beneficial outcomes on understudy content learning. Understudies drenched in PBL-showed classrooms rise with more helpful, certifiable substance information that can be connected to an assortment of errands (Boaler, 1997). A trial investigation of 76 instructors who used PBL in their classrooms uncovered that, contrasted with the control gathering of understudies in conventional classes, their understudies scored higher on institutionalized exams, and in addition capacity tests that deliberate critical thinking aptitudes and substance application to certifiable issues (Finkelstein, Hanson, Huang, Hirschman and Huang, 2010). What's more, one review found that understudies could exhibit particular substance zone aptitudes in the wake of partaking in a PBL unit (Mioduser, 2003). For instance, among understudies using estimation aptitudes to create outlines for a geometry project including engineering and plan, 84% created ventures that met structural building benchmarks (Barron, 1998). Strobel and van Barneveld led a subjective meta-combination of meta-examinations to distinguish sum up capable discoveries in regards to the adequacy of PBL in showing content information. They inferred that conventional guideline delivers better results while surveying fundamental information, however that PBL creates better outcomes while evaluating clinical learning and aptitudes: "PBL is altogether more successful than
SCIENTIFIC PROGRESS
VOLUME 2 I ISSUE 2 I 2021 ISSN: 2181-1601
customary direction to prepare equipped and gifted experts and to advance long haul maintenance of information and abilities" (Strobel and Van Barneveld, p. 55). Post-auxiliary teachers have additionally detailed that they trust PBL enhances understudy engagement (Verma, Dickerson and McKinney, 2011). In a postsecondary setting, Ocak and Uluyol found that components of PBL were identified with understudies' inborn inspiration to realize, which were characterized as intrigue, scholastic viability and subjective engagement. Specialists revealed positive, measurably critical connections amongst PBL and intrigue and amongst PBL and psychological engagement, however not amongst PBL and scholarly adequacy. Thusly, analysts reasoned that understudies delighted in the course and took in the substance subsequently of PBL, yet that it didn't influence their scholarly viability. Nonetheless, Schaffer, Chen, Zhu, and Oakes found that PBL increased undergrads' level of saw self-viability. The scientists investigated how different segments of cross-disciplinary group learning affected changes in understudies' view of their adequacy. They inferred that PBL expanded self-viability for most members albeit a few understudies exhibited self-adequacy changes that "propose a reduction in certainty and learning" (Schaffer 2012, 91). Numerous instructors see PBL as advantageous to their understudies, subsequently propelling them to embrace the instructional approach in their classrooms. A national review of government funded teachers uncovered that they were well on the way to utilize PBL in their classrooms since they trust it shows capacities past scholarly substance, including such 21st-century abilities as coordinated effort and introduction methods (Ravitz, 2008). Also, in the wake of talking and watching 10 6th grade science instructors actualizing innovation supplemented PBL, Liu, Wivagg, Geurtz, Lee, and Chang found that educators utilize PBL on the off chance that they trust that it addresses content measures, lines up with their reasoning of instructing, gives a creative type of direction that cultivates 21st-century abilities, challenges understudies in a drawing in way that meets different adapting needs, and is bolstered by building chairmen. In any case, instructors discover PBL testing to execute. Ertmer and Simons (2006) noted three unmistakable territories of usage trouble for instructors: 1) making a culture of joint effort and cooperation in the classroom, 2) altering from a mandate to a facilitative part, and 3) framework understudy learning. Marx, Blumenfeld, Krajcik, and Soloway likewise announced boundaries to usage including that venture arranging is tedious, classrooms now and then feel sloppy, and legitimate evaluations are hard to plan. Also, instructors need to control the stream of data, and think that its hard to adjust the requirement for understudy freedom with giving understudies bolster. At last, educators battle to fuse innovation as a psychological apparatus (Marx, 1997). These creators found that instructors for the most part concentrate on tending to maybe a couple of these hindrances at once and moved forward and backward between old propensities and new thoughts, consolidating the new data slowly and with differed achievement
SCIENTIFIC PROGRESS VOLUME 2 I ISSUE 2 I 2021
ISSN: 2181-1601
(Marx, Blumenfeld, Krajcik, Blunk, Crawford, Kelley, and Meyer, 1994; Marx, 1997). A few instructors additionally battle to change their settled in convictions. These battles incorporate relinquishing the drive to cover content measures for enabling understudies to investigate their interests, and tolerating different answers and results as opposed to furnishing understudies with one right answer (Ladewski, Krajcik, and Harvey, 1991). Liu, Wivagg, Geurtz, Lee, and Chang (2012) recommend numerous procedures to viably execute PBL. They suggest that instructors ought to pick a PBL program that expressly meets their curricular needs, be proactive with innovation get to and accessibility, consider differing framework systems, acknowledge that understudies should conform to the new way of PBL, and understand that usage requires significant investment. Moreover, school administration must bolster PBL execution through advancement of a mutual vision, coordination of expert improvement exercises, basic assessment of evaluating and appraisal, and advancement of a "learning-by-doing" way to deal with instructional method. The creators presumed that for PBL to be fruitful, educators, chairmen, instructional materials, and innovation should all be adjusted. Ertmer and Simons (2006) additionally recommend that instructors must start understudy driven request, look after engagement, help understudies comprehend substance, and address misguided judgments while empowering reflection.
REFERENCE:
1. Barron, B., Swartz, D., Vye, N., Moore, A., Petrosino, A., Zech, L., Bransford, J., & Cognition and Technology Group at Vanderbilt. (1998). Doing with understanding
2. Boaler, J. (1997). Experiencing school mathematics: Teaching styles and settings. Buckingham, UK: Open University Press.
3. Ertmer, P. & Simons, K. (2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. Interdisciplinary Journal of Problem-based Learning,
4. Ertmer, P. & Simons, K. (2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. Interdisciplinary Journal of Problem-based Learning,
