Project-based learning: Difference between revisions

Revision as of 15:59, 21 November 2023

Revision as of 16:11, 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.

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. This type of problem-solving often requires students to draw on lessons from several disciplines and apply them in a very practical way and 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.

According to Terry Heick on his blog, ''TeachThought'', there are three types of project-based learning.<ref>Heick, Terry (August 2, 2018). [http://www.teachthought.com/learning/5-types-of-project-based-learning-symbolize-its-evolution/ "3 Types Of Project-Based Learning Symbolize Its Evolution"]</ref> The first is challenge-based learning/problem-based learning, the second is place-based education, and the third is activity-based learning. Challenge-based learning is "an engaging [[multidisciplinary]] approach to teaching and learning that encourages students to leverage the technology they use in their daily lives to solve real-world problems through efforts in their homes, schools and communities." Place-based education "immerses students in local heritage, cultures, landscapes, opportunities and experiences; uses these as a foundation for the study of language arts, mathematics, social studies, science and other subjects across the curriculum, and emphasizes learning through participation in service projects for the local school and/or community." Activity-based learning takes a kind of constructivist approach, the idea being students constructing their own meaning through hands-on activities, often with manipulatives and opportunities to experiment.

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Outside of the United States, the [[European Union]] has also providing funding for project-based learning projects within the [[Lifelong Learning Programme 2007–2013]]. In China, PBL implementation has primarily been driven by [[international school]] offerings,<ref>[https://www.pblworks.org/blog/pbl-china-yes-maybe]. Larmer, John (2018)</ref> although public schools use PBL as a reference for Chinese Premier Ki Keqiang's mandate for schools to adopt [[maker education]],<ref>{{Cite web|url=https://ccc.princeton.edu/events/making-china-cultivating-entrepreneurial-living|title = Making China: Cultivating Entrepreneurial Living &#124; Center on Contemporary China}}</ref> in conjunction with [[Micro-schooling|micro-schools]] like Moonshot Academy and ETU, and maker education spaces such as [[SteamHead]].<ref>[http://www.xinhuanet.com//english/2017-03/13/c_136125085.htm] Xin Hua News, referenced 2017.</ref>

According to Terry Heick on his blog, ''TeachThought'', there are three types of project-based learning.<ref>Heick, Terry (August 2, 2018). [http://www.teachthought.com/learning/5-types-of-project-based-learning-symbolize-its-evolution/ "3 Types Of Project-Based Learning Symbolize Its Evolution"]</ref> The first is challenge-based learning/problem-based learning, the second is place-based education, and the third is activity-based learning. Challenge-based learning is "an engaging [[multidisciplinary]] approach to teaching and learning that encourages students to leverage the technology they use in their daily lives to solve real-world problems through efforts in their homes, schools and communities." Place-based education "immerses students in local heritage, cultures, landscapes, opportunities and experiences; uses these as a foundation for the study of language arts, mathematics, social studies, science and other subjects across the curriculum, and emphasizes learning through participation in service projects for the local school and/or community." Activity-based learning takes a kind of constructivist approach, the idea being students constructing their own meaning through hands-on activities, often with manipulatives and opportunities to experiment.

==Roles==

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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.

Some of the most significant contributions of PBL have been in schools inof povertycomparative strickendisadvantage areas;where whenit studentshas takebeen responsibility,linked orto ownership, for their learning, theirincreased self-esteem soars. It also helps to create, better work habits, and more positive 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" />

Blumenfeld & Krajcik (2006) cited studies that show students in project-based learning classrooms obtain higher test scores than students in traditional classroom.<ref>Sawyer, R. K. (2006) The Cambridge Handbook of the Learning Sciences. New York: Cambridge University Press.</ref>

PBL is significant to the study of (mis-)conceptions; local concepts and childhood intuitions that are hard to replace with conventional classroom lessons. In PBL, project science ''is'' the community culture; the student groups themselves resolve their understandings of phenomena with their own knowledge building. Technology allows them to search in more useful ways, along with getting more rapid results.

Blumenfeld & Krajcik (2006) cite studies that show students in project-based learning classrooms get higher scores than students in traditional classroom.<ref>Sawyer, R. K. (2006) The Cambridge Handbook of the Learning Sciences. New York: Cambridge University Press.</ref> Student-choice and autonomy may contribute to students growing more heavily interested in the subject, as discovered by researchers in a 2019 study in which they evaluated student engagement in a Project-Based after-school program. After learning more about environmental concerns and implementing a small scale community project, students in this program reported more positive attitudes towards science and literacy.<ref>{{Cite journal |last=Farmer |first=Rachel |last2=Greene |first2=NaKayla |last3=Perry |first3=Kristen H |last4=Jong |first4=Cindy |date=2019-11-11 |title=Environmental Explorations: Integrating Project-Based Learning and Civic Engagement Through an Afterschool Program |url=https://scholarworks.waldenu.edu/jerap/vol9/iss1/30 |journal=Journal of Educational Research and Practice |volume=9 |issue=1 |doi=10.5590/JERAP.2019.09.1.30 |issn=2167-8693|doi-access=free }}</ref>

[[Problem-based learning]] is a similar pedagogic approach; however, problem-based approaches structure students' activities more by asking them to solve specific (open-ended) problems rather than relying on students to come up with their own problems in the course of completing a project. Another seemingly similar approach is quest-based learning; unlike project-based learning, in questing, the project is determined specifically on what students find compelling (with guidance as needed), instead of the teacher being primarily responsible for forming the essential question and task.<ref>{{cite book |author1=Alcock, Marie |author2=Michael Fisher |author3=Allison Zmuda |title=The Quest for Learning: How to Maximize Student Engagement |date=2018 |publisher=Solution Tree |___location=Bloomington |url=https://www.solutiontree.com/quest-for-learning.html}}</ref>