A Discussion of Learning Support by an Expert Feedback in Validation Phase of Project-Based Learning

Abstract

This study aims to examine a learning support by an expert feedback in the validation phase of project-based learning. The feedback from experts in the validation phase requires to prevent misalignment with the structure of the task that the learners are working on and embed factors that promote validation as a learning support. Therefore, we explore a learning support that integrates these points of view through a case study for 10th graders in the senior high school. As a result, we found that it is important to support learning activity by embedding factors that promote validation and to pay attention to other learning opportunities that help to form students’ attitude for inquiry-based learning. In addition, the importance of incorporating the design to prevent misalignment of feedback, such as agreement before the practice with experts and the use of structured worksheets is inferred.