Project-based learning (PBL) is a student-centred methodology that encourages students to learn and apply knowledge and skills through an engaging experience and active exploration of real-world problems (Dewey, 1997).

Students learn about a subject by working for an extended period to investigate and respond to a complex question, challenge, or problem (Markham, 2011). PBL contrasts with traditional teaching since it doesn’t portray a linear knowledge path but instead poses questions, thus enabling learning by doing.

Project-Based learning vs Projects

Projects are usually limited in scope and duration. They are an excellent way for learners to work with content they have already learnt. In PBL, students learn through the project. However, in traditional classroom projects, students engage in only part of the inquiry process. The teacher does the questioning, planning, and researching and presents all the material to the students. Then, the students are required to create pieces of knowledge in the form of presentations. The teacher’s no longer a lecturer but a facilitator at this point. The teacher works together with the students to help them improve their projects. Finally, when everyone is content with the result, the students present their projects to the class.

On the other hand, a typical Project-Based learning scenario proposes a question or a problem that needs to be addressed. The project’s focused on teaching students the necessary knowledge and skills derived from standards and key concepts at the heart of academic subjects. Project-based learning is often multidisciplinary and more prolonged, whereas problem-based learning is more likely to be a single subject and shorter. Generally, Project-Based learning follows general steps, while problem-based learning provides specific steps. Importantly, project-based learning often involves authentic tasks that solve real-world problems, while problem-based learning uses scenarios and cases that are perhaps less related to real-life (Larmer, 2014).

Benefits of Project-Based learning

According to educators, Project-based learning encompasses many benefits of applying this methodology to students. These vary from a deeper understanding of concepts, broadening the knowledge base, improving communication and enhancing interpersonal and social skills, enhancing leadership skills, to increased levels of creativity. In addition, this methodology intensifies self-directed learning through problem-centred authentic frameworks offering activities that include multisensory representations of knowledge (Mills & Treagust, 2003).

Role of the educator in Project-Based Learning

The educator:

  • sets the question/issue in such a way to direct the learning towards the content based on the material available
  • urges the learners to think rationally about how to solve problems
  • assumes the role of the facilitator
  • evaluates what students have learned based on the experience they have acquired
  • helps students set goals. This way, the teacher ensures that students’ projects focus on a deep understanding of the concept.
  • provides feedback to help students enhance the skills they will need in their next project.
  • endorses active listening skills by advising them to participate in the dialogue regarding the issue/question.

Role of the students in Project-Based Learning

The students:

  • are engaged in an extended, rigorous process of asking questions, using resources, and developing answers
  • take part in research activities to solve a problem, answer a question, or address a challenge given to them.
  • work together to achieve specific goals that address the problem/question.
  • cooperate with one another and exchange ideas in order to produce a joint solution
  • improve their critical thinking since they constantly choose how to obtain, or handle, information and at the same time evaluate their choices.
  • present their work to other people, beyond their classmates and teacher, improving their public speaking and presentation skills.

Conclusion

Project-Based learning is a didactic approach that differs from traditional projects. It is student-centred, as it emphasises collaboration between learners, having them face challenges that have real-world application, increasing the chance of long-term retention of knowledge and skills (Falik, 2008). Finally, It can be assumed that PBL follows the theory of social constructivism since it includes collaboration between peers and knowledge acquisition by doing and not just listening.