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. [ABSTRACT FROM AUTHOR]
Original languageEnglish
Pages (from-to)7
Number of pages1
JournalLondon Review of Education
Volume11
Issue number1
Publication statusPublished - Mar 2013

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The problem of projects: understanding the theoretical underpinnings of project-led PBL. / Hanney, Roy; Savin-Baden, Maggi.

In: London Review of Education, Vol. 11, No. 1, 03.2013, p. 7.

Research output: Contribution to journalArticle

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N2 - 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. [ABSTRACT FROM AUTHOR]

AB - 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. [ABSTRACT FROM AUTHOR]

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