Project-based learning: Difference between revisions

Revision as of 08:09, 15 November 2023

Revision as of 15:59, 21 November 2023

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Blumenfeld ''et al.'' elaborate on the processes of PBL: "Project-based learning is a comprehensive perspective focused on teaching by engaging students in investigation. Within this framework, students pursue solutions to nontrivial problems by asking and refining questions, debating ideas, making predictions, designing plans and/or experiments, collecting and analyzing data, drawing conclusions, communicating their ideas and findings to others, asking new questions, and creating artifacts."<ref>Blumenfeld et al 1991, EDUCATIONAL PSYCHOLOGIST, 26(3&4) 369-398 "Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning." Phyllis C. Blumenfeld, Elliot Soloway, Ronald W. Marx, Joseph S. Krajcik, Mark Guzdial, and Annemarie Palincsar.</ref> The basis of PBL lies in the authenticity or real-life application of the research. Students working as a team are given a "driving question" to respond to or answer, then directed to create an artifact (or artifacts) to present their gained knowledge. Artifacts may include a variety of media such as writings, art, drawings, three-dimensional representations, videos, photography, or technology-based presentations.

Proponents of project-based learning cite numerous benefits to the implementation of its strategies in the classroom – including a greater depth of understanding of concepts, a broader knowledge base, improved communication, and interpersonal/social skills, enhanced [[leadership]] skills, increased [[creativity]], and improved writing skills. Another definition of project-based learning includes a type of instruction, where students work together to solve real-world problems in their schools and communities. SuccessfulThis type of problem-solving often requires students to draw on lessons from several disciplines and apply them in a very practical way. Theand the promise of seeing a very real impact becomes the motivation for learning.<ref>{{cite web|title=Education World|url=http://www.educationworld.com/a_curr/problem-based-learning-tips-ideas.shtml}}</ref> In addition to learning the content of their core subjects, students have the potential to learn to work in a community, thereby taking on social responsibilities.

===Structure===

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==Outcomes==

[[File:Cover to cover reading versus problem or project based learning.png|thumb|370px|Example of problem-/project-based learning versus reading cover to cover. The problem-/project-based learner may memorize a smaller amount of total information due to spending time searching for the optimal information across various sources, but will likely learn more useful items for real-world scenarios, and will likely be better at knowing where to find information when needed.<ref>Image by Mikael Häggström, MD, using source images by various authors. Source for useful context in problem-based learning: {{cite web|title=Understanding Medical Education - Problem-based learning|author=Mark A Albanese, Laura C Dast|date=2013-10-22|url=https://doi.org/10.1002/9781118472361.ch5|website=Wiley Online Library}}</ref>]]

Proponents of project-based learning cite numerous benefits to the implementation of its strategies in the classroom – including a greater depth of understanding of concepts, a broader knowledge base, improved communication, and interpersonal/social skills, enhanced [[leadership]] skills, increased [[creativity]], and improved writing skills.

In addition to learning the content of their core subjects, students need to learn to work in a community, thereby taking on social responsibilities. Some of the most significant contributions of PBL have been in schools in poverty stricken areas; when students take responsibility, or ownership, for their learning, their self-esteem soars. It also helps to create better work habits and attitudes toward learning.The pedagogical practice is also linked to conversations revolving around equitable instruction, as it presents opportunities to provide learning experiences that are "equitable, relevant, and meaningful to each and every student while supporting the development of not only students' academic learning, but also their social, emotional, and identity development."<ref name=":3">{{Cite journal |last=Tierney |first=Gavin |last2=Urban |first2=Rochelle |last3=Olabuenaga |first3=Gina |date=2023 |title=Designing for Equity: Moving Project-Based Learning From Equity Adjacent to Equity Infused |url=https://repository.isls.org//handle/1/10277}}</ref>

In addition to learning the content of their core subjects, students need to learn to work in a community, thereby taking on social responsibilities. Some of the most significant contributions of PBL have been in schools in poverty stricken areas; when students take responsibility, or ownership, for their learning, their self-esteem soars. It also helps to create better work habits and attitudes toward learning.The pedagogical practice is also linked to conversations revolving around equitable instruction, as it presents opportunities to provide learning experiences that are "equitable, relevant, and meaningful to each and every student while supporting the development of not only students' academic learning, but also their social, emotional, and identity development."<ref name=":3">{{Cite journal |last=Tierney |first=Gavin |last2=Urban |first2=Rochelle |last3=Olabuenaga |first3=Gina |date=2023 |title=Designing for Equity: Moving Project-Based Learning From Equity Adjacent to Equity Infused |url=https://repository.isls.org//handle/1/10277}}</ref>

In standardized tests, languishing schools have been able to raise their testing grades a full level by implementing PBL.{{Citation needed|date=December 2012}} Although students do work in groups, they also become more independent because they are receiving little instruction from the teacher. With project-based learning students also learn skills that are essential in higher education. The students learn more than just finding answers, PBL allows them to expand their minds and think beyond what they normally would. Students have to find answers to questions and combine them using critically thinking skills to come up with answers. Teachers who implement Project-Based Learning assert that this approach emphasizes teachers helping their students track and develop their own processes of thinking, making them more aware of problem-solving strategies they can use in the future.<ref name=":2" />