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...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
UCL Press
2013-02-01
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| Series: | London Review of Education |
| Online Access: | https://uclpress.scienceopen.com/hosted-document?doi=10.1080/14748460.2012.761816 |
| Summary: | 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 are too narrow and that combining the two approaches will improve student engagement and criticality. This article begins by outlining the key differences between project-based, and problem-based learning, suggesting a new constellation. It then provides an exemplar in the form of
a case study that sought to undertake such a combination, and reports on implications for practice. |
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| ISSN: | 1474-8460 1474-8479 |