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

R. Hanney, Maggi Savin-Baden

    Research output: Contribution to journalArticle

    33 Citations (Scopus)

    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 - 2013

    Bibliographical note

    The full text of this item is not available from the repository.
    This is an electronic version of an article published in London Review of Education, 11 (1), pp. 7-19. The London Review of Education is available online at: http://www.tandfonline.com/doi/abs/10.1080/14748460.2012.761816 .

    Keywords

    • communities
    • learning
    • practice
    • problem-based
    • project
    • project-based

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