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

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