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A Bibliometric Analysis of the Impact of Project-Based Assessment on Conceptual Understanding in STEM Education

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Title: A Bibliometric Analysis of the Impact of Project-Based Assessment on Conceptual Understanding in STEM Education
Language: English
Authors: Abas Oya, I Gusti Putu Suharta, I Wayan Lasmawan, Desak Putu Parmiti, I Nyoman Jampel, I Made Candiasa
Source: Journal of Science Learning. 2024 7(3):227-238.
Availability: Universitas Pendidikan Indonesia. Jl. Dr. Setiabudhi No. 229 Bandung 40154 Jawa Barat - Indonesia. e-mail: jslearning@upi.edu; Web site: http://ejournal.upi.edu/index.php/jslearning
Peer Reviewed: Y
Page Count: 12
Publication Date: 2024
Intended Audience: Teachers; Policymakers; Researchers
Document Type: Journal Articles
Information Analyses
Descriptors: Active Learning, Student Projects, Evaluation, Concept Formation, STEM Education, Learner Engagement, Interdisciplinary Approach, Teaching Methods, Educational Improvement, Hands on Science, Educational Innovation
ISSN: 2614-6568
Abstract: This bibliometric analysis investigates the impact of Project-Based Assessments (PBAs) on conceptual understanding in STEM education from 2019 to 2024. By examining a dataset of 996 publications, the study highlights significant fluctuations in research outputs and the evolving focus on educational methodologies, particularly noting an intensification of activity during the COVID-19 pandemic 2021. The publication trends show an increase from 184 documents in 2019 to a peak of 263 documents in 2021, followed by a gradual decline to 30 documents in 2024, suggesting shifts in research priorities or the field's maturation. Through detailed citation patterns and publication metrics analysis, the research elucidates the effectiveness of PBAs in enhancing student engagement and interdisciplinary integration while improving pedagogical practices. Key findings indicate that PBAs significantly improve students' understanding of complex STEM concepts through hands-on, real-world problem-solving and enhance educators' capabilities in delivering innovative instruction. Additionally, the study explores the role of technological advancements, such as 3D printing, in PBL, assessing their impact on the teaching and learning processes. By synthesizing information across various studies, this research provides a comprehensive overview of the educational outcomes associated with PBL. It offers insights into its long-term efficacy and adaptability in diverse educational settings. This analysis presents valuable perspectives for educators, policymakers, and researchers, aiming to optimize STEM education practices globally.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1458440
Database: ERIC
FullText Text:
  Availability: 0
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  Data: A Bibliometric Analysis of the Impact of Project-Based Assessment on Conceptual Understanding in STEM Education
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  Data: <searchLink fieldCode="AR" term="%22Abas+Oya%22">Abas Oya</searchLink><br /><searchLink fieldCode="AR" term="%22I+Gusti+Putu+Suharta%22">I Gusti Putu Suharta</searchLink><br /><searchLink fieldCode="AR" term="%22I+Wayan+Lasmawan%22">I Wayan Lasmawan</searchLink><br /><searchLink fieldCode="AR" term="%22Desak+Putu+Parmiti%22">Desak Putu Parmiti</searchLink><br /><searchLink fieldCode="AR" term="%22I+Nyoman+Jampel%22">I Nyoman Jampel</searchLink><br /><searchLink fieldCode="AR" term="%22I+Made+Candiasa%22">I Made Candiasa</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Science+Learning%22"><i>Journal of Science Learning</i></searchLink>. 2024 7(3):227-238.
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  Data: Universitas Pendidikan Indonesia. Jl. Dr. Setiabudhi No. 229 Bandung 40154 Jawa Barat - Indonesia. e-mail: jslearning@upi.edu; Web site: http://ejournal.upi.edu/index.php/jslearning
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  Data: Teachers; Policymakers; Researchers
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Projects%22">Student Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation%22">Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Improvement%22">Educational Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Hands+on+Science%22">Hands on Science</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Innovation%22">Educational Innovation</searchLink>
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  Data: 2614-6568
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  Data: This bibliometric analysis investigates the impact of Project-Based Assessments (PBAs) on conceptual understanding in STEM education from 2019 to 2024. By examining a dataset of 996 publications, the study highlights significant fluctuations in research outputs and the evolving focus on educational methodologies, particularly noting an intensification of activity during the COVID-19 pandemic 2021. The publication trends show an increase from 184 documents in 2019 to a peak of 263 documents in 2021, followed by a gradual decline to 30 documents in 2024, suggesting shifts in research priorities or the field's maturation. Through detailed citation patterns and publication metrics analysis, the research elucidates the effectiveness of PBAs in enhancing student engagement and interdisciplinary integration while improving pedagogical practices. Key findings indicate that PBAs significantly improve students' understanding of complex STEM concepts through hands-on, real-world problem-solving and enhance educators' capabilities in delivering innovative instruction. Additionally, the study explores the role of technological advancements, such as 3D printing, in PBL, assessing their impact on the teaching and learning processes. By synthesizing information across various studies, this research provides a comprehensive overview of the educational outcomes associated with PBL. It offers insights into its long-term efficacy and adaptability in diverse educational settings. This analysis presents valuable perspectives for educators, policymakers, and researchers, aiming to optimize STEM education practices globally.
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  Data: 2025
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 227
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      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: Student Projects
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      – SubjectFull: Evaluation
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      – SubjectFull: Concept Formation
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      – SubjectFull: STEM Education
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Interdisciplinary Approach
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Educational Improvement
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      – SubjectFull: Hands on Science
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      – SubjectFull: Educational Innovation
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      – TitleFull: A Bibliometric Analysis of the Impact of Project-Based Assessment on Conceptual Understanding in STEM Education
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