Project-based learning: Difference between revisions

Revision as of 17:33, 1 June 2024

Revision as of 17:34, 1 June 2024

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== Concept ==

In 2011, Thomas Markham described project-based learning as follows: {{quote|"PBL integrates knowing and doing. Students learn knowledge and elements of the core curriculum but also apply what they know to solve authentic problems and produce results that matter. Project-based learning students take advantage of digital tools to produce high-quality, collaborative products. Project-based learning refocuses education on the student, not the curriculum—a shift mandated by the global world, which rewards intangible assets such as drive, passion, creativity, empathy, and resilience. These cannot be taught out of a textbook, but must be activated through experience."<ref>Markham, T. (2011). Project-Based Learning. Teacher Librarian, 39(2), 38-42.</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 |url=https://www.solutiontree.com/quest-for-learning.html |title=The Quest for Learning: How to Maximize Student Engagement |author2=Michael Fisher |author3=Allison Zmuda |date=2018 |publisher=Solution Tree |___location=Bloomington}}</ref>