Specifics of project activities of maritime students
Article Sidebar
Main Article Content
Abstract
The article explores the specific features of applying the project-based learning method in maritime education institutions, with particular emphasis on team- oriented student activities. Project-based learning is shown to integrate theoretical knowledge with practical application, foster the development of research competencies, enhance critical thinking, and increase motivation for learning. Special attention is devoted to team projects, which ensure role distribution, collaborative interaction, and the integration of diverse approaches, thereby aligning the educational process with the conditions of real professional practice for future specialists in water transport. A comparative analysis of team and individual projects is presented, highlighting their respective advantages and educational value. Team projects contribute to the development of communication, leadership, responsibility, and cooperation skills, while individual projects cultivate independence and personal accountability. The article proposes a comprehensive system of assessment for team projects that considers both the collective result of the group and the individual contribution of each student. A formula is introduced whereby the final grade is calculated as the sum of 70 % of the overall project score and 30 % of the individual input. This approach ensures transparency, motivates participants to engage actively, and prevents unequal distribution of tasks among students. Furthermore, an evaluation algorithm is suggested, accompanied by a sample self-assessment and peer-assessment questionnaire, as well as a template evaluation sheet for instructors to calculate the overall grade. These tools provide a structured framework for balancing group achievement with personal responsibility. Recommendations are offered for educators regarding the organization of teamwork and strategies for motivating students to participate actively in team projects, in accordance with the requirements of professional educational programs. The findings underscore the importance of project-based learning as a pedagogical approach that bridges academic knowledge with practical skills, preparing maritime transport students for the challenges of contemporary professional environments.
Article Details
References
2. Rozputna, M. (2017). The formation of John Dewey’s views in American society of the 19th century and German classical philosophy [Stanovlennia pohliadiv Dzhona Diui v amerykanskomu suspilstvi XIX stolittia ta nimetska klasychna filosofiia]. Granì, 20(9), Р. 12-17. https://doi.org/10.15421/1717116 [ukr.].
3. Karpenko, O.H., Salnyk, I.V., & Deshchenko, O.M. (2025). Strategies for implementing project-based learning in the educational process of higher education institutions [Stratehii vprovadzhennia proiektnoho navchannia v osvitnii protses zakladiv vyshchoi osvity]. Pedagogical Academy: Scientific Notes, (16), Р. 1-21. https://doi.org/10.5281/zenodo.15017511 [ukr.].
4. Lu, C. (2024). The essence of project-oriented learning of future specialists in technological fields of professional pre-higher education [Sut proiektno- oriientovanoho navchannia maibutnikh spetsialistiv tekhnolohichnoho spriamuvannia fakhovoi peredvyshchoi osvity]. Pedagogy of Creative Personality Formation in Higher and Secondary Schools, (94), Р. 92-97. https://doi.org/10.32782/1992-5786.2024.94.17 [ukr.].
5. Sabat, N.V., & Sabat, N.I. (2024). Project-based learning technology as a condition for effective professional training of future specialists in the social sphere [Proiektna tekhnolohiia navchannia yak umova efektyvnoi profesiinoi pidhotovky maibutnikh fakhivtsiv sotsialnoi sfery]. Higher Education of Ukraine in the Context of Integration into the European Educational Space, 94(II), Р. 143-153. https://doi.org/10.38014/osvita.2024.94.12 [ukr.].
6. Tovt, B. (2024). Features of applying the project-oriented approach in teaching specialized disciplines in higher education institutions [Osoblyvosti zastosuvannia proiektno-oriientovanoho pidkhodu pry vykladanni profilnykh dystsyplin u zakladakh vyshchoi osvity]. Collection of Scientific Papers «Scientia», (8), Р. 170-171. Retrieved from https://previous.scientia.report/index.php/archive/article/view/2196 [ukr.].
7. Makarenko, K.S., Makarenko, V.I., Makarenko, O.V., & Matiash, L.O. (2019). Project activity of future physics teachers [Proektna diialnist maibutnikh uchyteliv fizyky]. FMO, 3(21), Р. 93-98. https://doi.org/10.31110/2413-1571-2019-021-3-014 (doi.org in Bing) [ukr.].
8. Stetsyk, S.P., & Shkurenko, O.V. (2018). Theoretical aspect of imple- menting the project method in the educational process of the modern school [Teoretychnyi aspekt vprovadzhennia proiektnoho metodu v osvitnii protses suchasnoi shkoly]. Collection of Scientific Papers. Pedagogical Sciences Series, (141), Р. 221-230. Retrieved from https://enpuir.udu.edu.ua/entities/publication/93a80c7f-94f3-413c-95f8-f05bea0d2839 [ukr.].
9. Silakova, T.T. (2017). Project technologies for student learning (Proektni tekhnolohii dlia navchannia studentiv). Proceedings of Kyiv Aviation Institute. Pedagogy. Psychology, (11), Р. 1-6. https://doi.org/10.18372/2411-264X.11.12571 [ukr.].
10. Zhenzhera, Yu. (2015). The project method as a means of developing research competence in the process of studying physics [Metod proektiv yak zasib rozvytku doslidnytskoi kompetentnosti u protsesi vyvchennia fizyky]. Scientific Notes. Series: Problems of Methods of Physics-Mathematics and Technological Education, 2(8), Р. 99-103. Retrieved from https://phm.cuspu.edu.ua/ojs/index.php/NZ-PMFMTO/article/view/54 [ukr.].