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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, Project-based learning 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 Project-based learning 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 | 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>
In [[Uganda]] since the introduction of the new lower curriculum<ref>{{Cite web |last=says |first=Droku Benbella |date=2024-02-29 |title=
==Roles==
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When students use technology as a tool to communicate with others, they take on an active role vs. a passive role of transmitting the information by a teacher, a book, or broadcast. The student is constantly making choices on how to obtain, display, or manipulate information. Technology makes it possible for students to think actively about the choices they make and execute. Every student has the opportunity to get involved, either individually or as a group.
The instructor's role in project-based learning is that of a facilitator. They do not relinquish control of the classroom or student learning, but rather develop an atmosphere of shared responsibility. The instructor must structure the proposed question/issue so as to direct the student's learning toward content-based materials. Upfront planning is crucial, in that the instructor should plan out the structural elements and logistics of the project far in advance in order to reduce student confusion once they assume ownership of their projects.<ref name=":2">{{Cite journal |
The student's role is to ask questions, build knowledge, and determine a real-world solution to the issue/question presented. Students must collaborate, expanding their active listening skills and requiring them to engage in intelligent, focused communication, therefore allowing them to think rationally about how to solve problems. Project-based learning forces students to take ownership of their success.
==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
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 Project-based learning have been in schools of comparative disadvantage where it has been linked to increased self-esteem, 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 |
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" />
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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>
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 |
==Criticism==
Opponents of project-based learning caution against negative outcomes primarily in projects that become unfocused, as underdeveloped assignments or lessons may result in the waste of class time and inability to achieve the learning objectives. Since Project-based learning revolves around student autonomy, student's self-motivation and ability to balance work time both inside and outside of school are imperative to a successful project and teachers may be challenged to present students with sufficient time, flexibility, and resources to be successful.<ref>{{Cite journal |
==See also==
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