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.
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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 .
Hanney, R., & Savin-Baden, M. (2013). The problem of projects: understanding the theoretical underpinnings of project-led PBL. London Review of Education, 11(1), 7-19. https://doi.org/10.1080/14748460.2012.761816