Year: 2020
Type: article
Abstract: In this paper, I raise an issue often neglected in Project Based Learning (PBL) literature. What academic benefits, if any, does the teacher or the student gain by adopting PBL pedagogy in college? I argue that PBL by its structure yields little academic benefits for the teacher or the students, and this could affect motivation as well. I present some examples from my personal teaching experience in mathematics. And thus, as I explain, a more “traditional” project-based approach could be better for both teacher and students.
Author: Michael Aristidou
Institution: Texas A&M University at Galveston
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W3003220439