A development of the project-based learning model for enhancing innovative thinking of undergraduate students

Abstract

Innovative thinking is a crucial workforce in the 21st century and based on the background of undergraduate education in China. The aims of this study are as follows: (1) to study the definition and components of innovative thinking of undergraduate students; (2) to develop a Project-Based Learning model for enhancing innovative thinking of undergraduate students; and (3) to evaluate the effectiveness of the Project-Based Learning model for enhancing innovative thinking among undergraduate students. The samples were undergraduate students in Yunnan Arts University. The research instruments were semi-structured interview questionnaires, innovative thinking questionnaires (reliability of .087), and the Project-Based Learning model. The samples consisted of 50 undergraduate students that were randomized equally to the experimental group and the control group. The experimental group (n=25) received the Project-Based Learning model for enhancing innovative thinking, but the control group was not. The research results were as follows: (1) the innovative thinking of undergraduate students consisted of five components; (2) the Project-Based Learning model was developed that composed of five steps and the Project-Based Learning model consisted of 10 lesson plans; and (3) the Project-Based Learning model was effective in promoting innovative thinking among undergraduate students, and the experimental group continued to show improvement in the follow-up period.

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