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Project-based learning

About: Project-based learning is a research topic. Over the lifetime, 6664 publications have been published within this topic receiving 65705 citations. The topic is also known as: PBL.


Papers
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Journal ArticleDOI
TL;DR: Project-based learning as discussed by the authors is a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems, and it has the potential to help people learn.
Abstract: Project-based learning is a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems. In this article, we present an argument for why projects have the potential to help people learn; indicate factors in project design that affect motivation and thought; examine difficulties that students and teachers may encounter with projects; and describe how technology can support students and teachers as they work on projects, so that motivation and thought are sustained.

2,962 citations

Journal ArticleDOI
TL;DR: In this article, the purpose of engineering education is to train engineers who can design, and that design thinking is difficult to learn and difficult to teach, and the most popular pedagogical model for teaching design is Project-Based Learning (PBL).
Abstract: This paper is based on the premises that the purpose of engineering education is to graduate engineers who can design, and that design thinking is complex. The paper begins by briefly reviewing the history and role of design in the engineering curriculum. Several dimensions of design thinking are then detailed, explaining why design is hard to learn and harder still to teach, and outlining the research available on how well design thinking skills are learned. The currently most-favored pedagogical model for teaching design, project-based learning (PBL), is explored next, along with available assessment data on its success. Two contexts for PBL are emphasized: first-year cornerstone courses and globally dispersed PBL courses. Finally, the paper lists some of the open research questions that must be answered to identify the best pedagogical practices of improving design learning, after which it closes by making recommendations for research aimed at enhancing design learning.

2,159 citations

01 Jan 2000
TL;DR: A summary of research on PBL by Center for Excellence in Leadership for Learning at University of Indianapolis indicates that PBL has a positive effect on student content knowledge and the development of skills such as collaboration, critical thinking, and problem solving; benefits students by increasing their motivation and engagement; and is challenging for teachers to implement as mentioned in this paper.
Abstract: A summary of research on PBL by Center for Excellence in Leadership for Learning at University of Indianapolis indicates that PBL: (a) has a positive effect on student content knowledge and the development of skills such as collaboration, critical thinking, and problem solving; (b) benefits students by increasing their motivation and engagement; and (c) is challenging for teachers to implement, leading to the conclusion that teachers need support in order to plan and enact PBL effectively while students need support including help setting up and directing initial inquiry, organizing their time to complete tasks, and integrating technology into projects in meaningful ways (Brush & Saye, 2008; Krajcik, et al., 1998).

1,650 citations

Journal ArticleDOI
TL;DR: Project-Based Learning (PBL) as mentioned in this paper is an innovative approach to learning that teaches a multitude of strate- gies critical for success in the twenty-first century, and students benefit from this approach to instruction.
Abstract: Project-Based Learning (PBL) is an innovative approach to learning that teaches a multitude of strate- gies critical for success in the twenty-first century. Stu- dents drive their own learning through inquiry, as well as work collaboratively to research and create projects that reflect their knowledge. From gleaning new, viable technology skills, to becoming proficient communica- tors and advanced problem solvers, students benefit from this approach to instruction.

1,380 citations

Journal ArticleDOI
TL;DR: An approach to designing, implementing, and evaluating problemand project-based curricula that has emerged from a long-term collaboration with teachers is shared and 4 design principles that appear to be especially important are identified.
Abstract: (1998). Doing With Understanding: Lessons From Research on Problem- and Project-Based Learning. Journal of the Learning Sciences: Vol. 7, No. 3-4, pp. 271-311.

1,193 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
2023202
2022375
2021539
2020760
2019739
2018666