A topic in teaching science
Project-based learning is an example of a pedagogy or teaching methodology.
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"Project-based learning is a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems"
Blumenfeld, Soloway, Marx, Krajcik, Guzdial & Palincsar, 1991: 369
Project-based learning (PjBL) is an approach to teaching through setting learners authentic projects. It can be understood as an example of 'constructivist' teaching or pedagogy. Blumenfeld and colleagues (1991: 371) argue that in PjBL "learners construct knowledge by solving complex problems in situations in which they use cognitive tools, multiple sources of information, and other individuals as resources".
Read about 'Constructivist pedagogy'
PjBL is organised around a question or problem that lerners engage with leding to the production of some kind of concrete outcome or artefact: such as computer program, or a podcast, or a model.
Collaborative learning
Most commonly PjBL is organised as groupwork (or teamwork), and the collaborative nature is seen as an essential component where "learning occurs in a social context, learners interact with and internalize modes of knowing and thinking represented and practiced in a community" (Blumenfeld et al., 1991: 371).
Individual projects
Dobrin has however pointed out how project-based learning, PjBL, has been defined in various ways. Often it is assumed that that PjBL is undertaken as a form of groupwork, and this is sometimes seen as a critical element – however, individual project work is also widespread in education. Dobrin defines PjBL as
"…as an authentic, real-world project that is central to the curriculum and requires active student involvement in the production of a final product or artefact."
Dobrin, 2019: p19
Nature of project-based learning
Work on project-based learning often highlights the active nature of student learning, and the importance of group-work – and sometimes makes explicit reference to the way activities are designed as learning 'scaffolds'. PjBL is also seen as an enquiry (or inquiry) approach to teaching and learning.
Read about scaffolding learning
Project-based learning goes beyond the use of projects in teaching (for example, perhaps as synoptic activity at the end of a unit or module) as in PjBL the project is used as the vehicle for motivating and facilitating new learning, not just for applying or consolidating prior learning.
Project-based and problem-based learning
PjBL is sometimes seen as equivalent to problem-based learning (n.b., both are often designed 'PBL'), although these two approaches are often considered distinct. Projects are often assumed to extend over a series of lessons, whereas often problems used in teaching are intended to be addressed within episodes within single lessons. PjBL is often focused on some kind of project which can be demonstrated (a model, an artifact, a presentation, a video…) whereas problems may simply need (imagined) solutions.
The topic will be treated in more detail in a book being prepared for the RSC Advances in Chemistry Education series.
Sources cited:
- Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning. Educational Psychologist, 26(3-4), 369-398. doi:10.1080/00461520.1991.9653139
- Dobrin, J. R. (2019). Investigating learning in secondary science students engaged in project-based learning. (Ph.D.), University of Cambridge, Cambridge.
