21st Century Strands & Strategies
Chapter: Strands & Strategies: Deep Dive
35
Project-based learning is derived from a
tradition of pedagogy which asserts that
students learn best by experiencing and
solving real-world problems. According to
researchers (Barron & Darling-Hammond,
2008; Thomas, 2000), project-based learning
essentially involves the following:
•
students learning knowledge to tackle
realistic problems as they would be
solved in the real world
•
increased student control over his or her learning
•
teachers serving as coaches and facilitators of inquiry and reflection
•
students (usually, but not always) working in pairs or groups
Studies comparing learning outcomes for
students taught via project-based learning
versus traditional instruction show that when
implemented well, PBL increases long-term
retention of content, helps students perform
as well as or better than traditional learners
in high-stakes tests, improves problem-solving
and collaboration skills, and improves
students' attitudes towards learning (Strobel
& van Barneveld, 2009; Walker & Leary,
2009). PBL can also provide an effective model for whole-school reform (National
Clearinghouse for Comprehensive School Reform, 2004; Newmann & Wehlage, 1995).
What is the difference between Project-Based Learning and Problem-Based Learning?
The term "project learning" derives from the work of John Dewey and dates back to
William Kilpatrick, who first used the term in 1918. A major emphasis of Project-Based
Learning involves an extended project. According to the
Project-Based Learning will take several forms or be a combination of the
following:
•
Designing and/or creating a
tangible product, performance
or event
•
Solving a real-world problem
(may be simulated or fully
authentic)
•
Investigating a topic or issue to
develop an answer to an open-
ended question
