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Contextualized Learning and Social Constructivism: Implementing a Project-Based Approach in Information Systems Development Education

Sonia Gannar, Chiraz Kilani

Abstract


This article investigates the impact of integrating authentic and contextualized activities into teaching on students' knowledge construction, grounded in social constructivism principles. The research focuses on applying the real-project approach within a "Mini-Project Workshop" module for third-year Information Systems Development (ISD) students at the Higher Institute of Technological Studies (HITS) of Charguia, Tunisia. Using a qualitative research design that includes observations, semi-structured interviews, and document analysis, the study explores how project-based learning influences knowledge construction, emphasizing the interplay between social, cognitive, and affective dimensions. The study advocates for an iterative project delivery approach with varied evaluations, fostering performance enhancement and deeper understanding through feedback and reflection. The results demonstrate positive impacts on the development of technical and transversal skills, while revealing that the experience of "the self-training classroom" where students train each other can effectively meet the specific needs of learners. Overall, the research underscores the value of embedding authentic, contextualized activities in teaching to promote meaningful learning experiences and equip students with essential skills.

Keywords


Project-based approach; Contextualized learning; Iteration; Review; Retrospective; Learner-to-learner learning

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References


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DOI: https://doi.org/10.17509/jsl.v8i1.72667

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