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

Roy Hanney, Maggi Savin-Baden

Research output: Contribution to journalArticle

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.
Original languageEnglish
Pages (from-to)7-19
JournalLondon Review of Education
Volume11
Issue number1
DOIs
Publication statusPublished - Mar 2013

Fingerprint Dive into the research topics of 'The problem of projects: understanding the theoretical underpinnings of project-led PBL'. Together they form a unique fingerprint.

  • Cite this