<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012025000100227</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v47i1.72390</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The feature of art instruction combining differentiated educational practices and project based learning model]]></article-title>
<article-title xml:lang="pt"><![CDATA[A característica da instrução de arte combinando práticas educacionais diferenciadas e modelo de aprendizagem baseado em projetos]]></article-title>
<article-title xml:lang="es"><![CDATA[La característica de la enseñanza de la arte que combina prácticas educativas diferenciadas y un modelo de aprendizaje basado en proyectos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fajrina]]></surname>
<given-names><![CDATA[Suci]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fatrina]]></surname>
<given-names><![CDATA[Novina Yeni]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nisa]]></surname>
<given-names><![CDATA[Sandra Evhan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Restudila]]></surname>
<given-names><![CDATA[Eby]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Indonesia Institute of the Art Padangpanjang Faculty of Postgraduate School Programs Magister Program of Art Education]]></institution>
<addr-line><![CDATA[Padangpanjang ]]></addr-line>
<country>Indonesia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universitas Negeri Padang Faculty of Mathematics and Natural Science Department of Biology Education]]></institution>
<addr-line><![CDATA[Padang ]]></addr-line>
<country>Indonesia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>47</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012025000100227&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012025000100227&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012025000100227&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. In recent years, there has been a growing emphasis on the application of project-based learning and differentiated instruction within educational environments, as educators increasingly acknowledge their significance in motivating students and creating more interactive learning experiences. This study aims to explore the perspectives of art teachers on the effectiveness of combining differentiated instruction with project-based learning to support students&#8217; understanding in art. Using a sequential mixed-methods design, data were collected through a questionnaire completed by 190 art teachers, followed by a group discussion involving eight selected participants. The findings reveal that art educators view project-based learning as a valuable teaching approach that promotes greater student involvement, strengthens social interaction in the classroom, encourages cultural appreciation, and supports the practical application of differentiated instruction strategies. These results have broader implications in areas such as teacher training, academic leadership, curriculum development, and educational policy. Additionally, the insights derived from this study may have relevance beyond art education, offering meaningful contributions to other academic disciplines. The findings also serve as a useful reference for researchers and educators pursuing deeper explorations into the integration of project-based learning and differentiated instruction in both art education and wider pedagogical contexts.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. Nos últimos anos, tem havido uma ênfase crescente na aplicação de aprendizagem baseada em projetos e instrução diferenciada em ambientes educacionais, à medida que os educadores reconhecem cada vez mais sua importância na motivação dos alunos e na criação de experiências de aprendizagem mais interativas. Este estudo visa explorar as perspectivas de professores de arte sobre a eficácia da combinação de instrução diferenciada com aprendizagem baseada em projetos para dar suporte à compreensão dos alunos em arte. Usando um design sequencial de métodos mistos, os dados foram coletados por meio de um questionário preenchido por 190 professores de arte, seguido por uma discussão em grupo envolvendo oito participantes selecionados. As descobertas revelam que os educadores de arte veem a aprendizagem baseada em projetos como uma abordagem de ensino valiosa que promove maior envolvimento dos alunos, fortalece a interação social na sala de aula, incentiva a apreciação cultural e dá suporte à aplicação prática de estratégias de instrução diferenciada. Esses resultados têm implicações mais amplas em áreas como treinamento de professores, liderança acadêmica, desenvolvimento curricular e política educacional. Além disso, os insights derivados deste estudo podem ter relevância além da educação em arte, oferecendo contribuições significativas para outras disciplinas acadêmicas. As descobertas também servem como uma referência útil para pesquisadores e educadores que buscam explorações mais profundas na integração da aprendizagem baseada em projetos e instrução diferenciada tanto na educação em arte quanto em contextos pedagógicos mais amplos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. En los últimos años, se ha puesto cada vez más énfasis en la aplicación del aprendizaje basado en proyectos y la instrucción diferenciada en entornos educativos, a medida que los educadores reconocen cada vez más su importancia para motivar a los estudiantes y crear experiencias de aprendizaje más interactivas. Este estudio busca explorar las perspectivas del profesorado de arte sobre la eficacia de combinar la instrucción diferenciada con el aprendizaje basado en proyectos para apoyar la comprensión de los estudiantes en arte. Mediante un diseño secuencial de métodos mixtos, se recopilaron datos mediante un cuestionario completado por 190 profesores de arte, seguido de una discusión grupal con ocho participantes seleccionados. Los hallazgos revelan que el profesorado de arte considera el aprendizaje basado en proyectos un enfoque pedagógico valioso que promueve una mayor participación estudiantil, fortalece la interacción social en el aula, fomenta la apreciación cultural y apoya la aplicación práctica de estrategias de instrucción diferenciada. Estos resultados tienen implicaciones más amplias en áreas como la formación docente, el liderazgo académico, el desarrollo curricular y la política educativa. Además, las perspectivas derivadas de este estudio podrían tener relevancia más allá de la enseñanza de la arte, ofreciendo contribuciones significativas a otras disciplinas académicas. Los hallazgos también sirven como una referencia útil para investigadores y educadores que buscan exploraciones más profundas en la integración del aprendizaje basado en proyectos y la instrucción diferenciada tanto en la educación en arte como en contextos pedagógicos más amplios.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[project-based learning]]></kwd>
<kwd lng="en"><![CDATA[differentiated learning]]></kwd>
<kwd lng="en"><![CDATA[art learning]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem baseada em projetos]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem diferenciada]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem em arte]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje basado en proyectos]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje diferenciado]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje de arte]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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