The problem of projects: understanding the theoretical underpinnings of project-led PBL
For many years there has been a sharp division between project-based learning, and problem-based learning, with the former adopting a more technical rationalist approach while the latter adopts a more Socratic or dialogic approach. This article argues that current notions of project-based learning...
| Format: | Article |
|---|---|
| Language: | English |
| Published: |
UCL Press
2013-03-01
|
| Series: | London Review of Education |
| Subjects: | |
| Online Access: | https://journals.uclpress.co.uk/lre/article/id/2715/ |