Digital science poster: Implementation of project-based learning for pre-services early childhood teachers

Abstract

This research delves into assessing students’ competency in designing and presenting digital science posters within a project-based learning framework. Participants included all students enrolled in the early childhood science introduction course at State Islamic Institute of Kerinci. Over an 8-week period, students had the opportunity to develop their projects, subsequently evaluated through four type assessments: self-assessment, peer-assessment, lecture-assessment, and external expert-assessment. Varied assessment strategies were employed to ensure fairness and prevent bias. Correlational analysis aimed to unveil relationships between data associated with digital science poster presentations. Results demonstrated that project-based learning, specifically through poster design and presentation, yielded significant benefits for pre-service early childhood teachers. Correlation analysis (Spearman’s rho) showed a high and significant correlation ( r s =0.717, ρ=0.003) between students’ abilities in designing and presenting digital science posters. Despite the existence of assessment rubrics, self and peer-assessment struggled to provide accurate and reliable data. The study recommends implementing project-based learning activities, such as poster development and presentation, across diverse content, approaches, and educational levels.