Project-Based Learning

doi:10.1017/9781108888295.006

4 - Project-Based Learning

from Part I - Foundations

Published online by Cambridge University Press: 14 March 2022

Joseph S. Krajcik and

Namsoo Shin

Edited by

R. Keith Sawyer

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R. Keith Sawyer: Affiliation:
University of North Carolina, Chapel Hill

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Summary

In problem-based learning (PBL), students are presented with a driving question that is open-ended, without an obvious linear path to a solution. In PBL children solve authentic real-world problems while engaging in disciplinary-appropriate practices. Rather than memorizing information, students learn while engaged in an authentic process of exploring data, arguments, and explanations, and formulating their own hypotheses and tentative solutions. Students explore the driving question by participating in scaffolded practices that help them to define a problem statement and a path toward a solution. Students create a set of tangible products that address the driving question, supporting collaboration and metacognition. Research shows that PBL promotes student engagement, improves academic learning, and enhances social emotional learning. In particular, PBL promotes science learning for all students, including students who historically have not had access to STEM careers.

Keywords

driving question open-ended problem authentic problems cognitive tools scaffolded practices

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Type: Chapter
Information: The Cambridge Handbook of the Learning Sciences , pp. 72 - 92

DOI: https://doi.org/10.1017/9781108888295.006 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2022

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