Work

The problem of projects: understanding the theoretical underpinnings of project-led PBL

Year: 2013

Type: article

Abstract: 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.

Source: London Review of Education

DOI: 10.1080/14748460.2012.761816

Authors: Roy Hanney, Maggi Savin-Baden

Institutions: North China University of Science and Technology, University of London, Coventry University

Language: English

Topic: Problem and Project Based Learning

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: bronze

OpenAlex ID: W1997501858