Project-based learning: Difference between revisions

Revision as of 16:14, 21 November 2023

Revision as of 16:15, 21 November 2023

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==Criticism==

In PBL, there is also a certain tendency for the creation of the final product of the project to become the driving force in classroom activities. When this happens, the project can lose its content focus and be ineffective in helping students learn certain concepts and skills. For example, academic projects that culminate in an artistic display or exhibit may place more emphasis on the artistic processes involved in creating the display than on the academic content that the project is meant to help students learn.{{Citation needed|reason=Research on the fundamental informativeness of quantifiable assessment methods has demonstrated their inaccuracy & inefficacy for educational practice for approx. the last 80 years (see Alfie Kohn's "The Case Against Grades" for an overview of such research). Maybe just needs contextualization for this concern's basis, not citations?|date=March 2019}}

Since PBL revolves around student autonomy, student's self-motivation and ability to balance work-time both inside and outside of school are also imperative to a successful project. Deadlines are a realistic component of many academic environments, resulting in the implementation of PBL to often present challenges to teachers in providing students with an ample amount of time, flexibility, and resources.<ref>{{Cite journal |last=Ramos-Ramos |first=Pablo |last2=Botella Nicolás |first2=Ana María |date=2022-08-31 |title=Teaching Dilemmas and Student Motivation in Project-based Learning in Secondary Education |url=http://dx.doi.org/10.14434/ijpbl.v16i1.33056 |journal=Interdisciplinary Journal of Problem-Based Learning |volume=16 |issue=1 |doi=10.14434/ijpbl.v16i1.33056 |issn=1541-5015}}</ref>