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== History ==
[[File:John Dewey in 1902.jpg|thumbnail|John Dewey in 1902]][[John Dewey]] is recognized as one of the early proponents of project-based education or at least its principles through his idea of "learning by doing".<ref>{{Cite book|last=Bender|first=William N.|title=Project-Based Learning: Differentiating Instruction for the 21st Century|publisher=Corwin Press|year=2012|isbn=978-1-4522-7927-5|___location=Thousand Oaks, CA|pages=42}}</ref> In ''My Pedagogical Creed'' (1897) Dewey enumerated his beliefs including the view that "the teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these".<ref name=":0">John Dewey, Education and Experience, 1938/1997. New York. Touchstone.</ref> For this reason, he promoted the so-called expressive or constructive activities as the centre of correlation.<ref name=":0" /> Educational research has advanced this idea of teaching and learning into a methodology known as "project-based learning". [[William Heard Kilpatrick]] built on the theory of Dewey, who was his teacher, and introduced the project method as a component of Dewey's problem method of teaching.<ref name=":1">{{Cite book|last1=Beckett|first1=Gulbahar|title=Global Perspectives on Project-Based Language Learning, Teaching, and Assessment: Key Approaches, Technology Tools, and Frameworks|last2=Slater|first2=Tammy|publisher=Routledge|year=2019|isbn=978-0-429-78695-2|___location=Oxon}}</ref> Kilpatrick endorsed project-based learning in his 1918 essay ''The Project Method'', calling for "whole-hearted purposeful activity proceeding in a social environment". The essay was immediately lauded by progressive educators.<ref>{{cite book | last=Ravitch | first=Diane | year=2001 | title=Left back: A century of battles over school reform | publisher=Simon & Schuster | isbn=978-0-7432-0326-5 | url=https://books.google.com/books?id=xyOxAKKwfDYC&pg=PA178 | page=178f.}}</ref><ref name="Pondiscio 2010">{{cite magazine | last=Pondiscio | first=Robert | date=2010 | title=Edutopian vision |
Some scholars (e.g. [[James Greeno|James G. Greeno]]) also associated project-based learning with [[Jean Piaget]]'s "situated learning" perspective<ref>Greeno, J. G. (2006). Learning in activity. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 79-96). New York: Cambridge University Press.</ref> and [[Constructivism (philosophy of education)|constructivist]] theories. Piaget advocated an idea of learning that does not focus on memorization. Within his theory, project-based learning is considered a method that engages students to invent and to view learning as a process with a future instead of acquiring knowledge bases as a matter of fact.<ref>{{Cite book|last=Sarrazin|first=Natalie R.|title=Problem-Based Learning in the College Music Classroom|publisher=Routledge|year=2018|isbn=978-1-351-26522-5}}</ref>
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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 |last1=Tawfik |first1=Andrew A. |last2=Gishbaugher |first2=Jaclyn J. |last3=Gatewood |first3=Jessica |last4=Arrington |first4=T. Logan |date=2021-08-17 |title=How K-12 Teachers Adapt Problem-Based Learning Over Time
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.
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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
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.
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