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 language | English |
|---|---|
| Pages (from-to) | 7-19 |
| Journal | London Review of Education |
| Volume | 11 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 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