Project-based learning

Introduction

Learning theories focus on how students learn more effectively, taking into consideration several factors, such as emotional and environmental influences, prior knowledge used in the learning process and each student’s cognitive development. The eternal question, though, is how all these can be powerfully and effectively linked, resulting in students’ best learning outcomes. Knowledge is not innate but something we must build upon throughout our lives, with various methods and stimuli contributing to that (Black & Ammon, 1992). Is the human mind tabula rasa (=blank paper) the minute we are born? According to John Dewey, making certain connections and using prior knowledge takes time and effort while absorbing and shaping the new one. Introducing the project-based learning (PBL) approach, Dewey believed that learning is long-term as it happens while drawing conclusions through experiments or observations (Dewey & Small, 1897).

Critical areas of PBL (project-based learning)

Project-based learning is a student-centred approach through which they learn while actively involved in real-life situations. It allows the students to adjust their learning expectations, experiences, and outcomes. The project-based learning approach might be complex to define, as apart from its fundamental principles and key areas, it is a theory that can easily be redesigned based on the classroom level, the learning areas, the expected outcomes, and the personal experiences of each educator. However, as in any constructivist classroom, project-based learning gives the teacher the role of the facilitator, and the student becomes responsible for their learning (Dobber et al., 2017). Thus, the students set goals they need to achieve without feeling the pressure of underachieving or even comparing themselves to others. The project-based learning approach gives students the opportunity to complete any task they are asked to at their own pace, time and ability using any resources they might need to (Ketchell, 2019).

Furthermore, the educator is the one who will choose the influences and guide, support, and assist students in reaching their full potential through hands-on and inquiry-based activities.

Learning by doing is a widely accepted technique where students become active learners and effective contributors. Therefore, they understand in depth not only what they learn but also why they learn it and how this knowledge can be implemented in any real-life problems while enhancing essential life skills (Chowdhury, 2016). The PBL approach is a holistic and interdisciplinary approach that can increase students’ engagement and school performance when the educator is well aware of the curriculum and can guide the students in creating their learning journey, including the essential learning intentions and outcomes (Ketchell, 2019).

Regardless of the benefits the PBL approach offers, some educators would not choose this method for their lessons, as the curriculum design only allows them to use limited alternative techniques since they have to complete specific standardised tests to measure the students' progress. The question is whether the curricula should prioritise stale knowledge and facts or develop 21st-century skills through a more holistic approach (Honebein, 1996).

From theory to practice

Project-based learning is an ambiguous area as, except for the firm supporters, some reluctant educators do not choose it as an approach in the classroom. Dewey’s theory about lifelong learning takes place in all learning environments as it is a pioneering approach that can be combined with differentiated learning and teamwork and lead students to acquire not only new information and skills but also to find their own learning style (Gardner, 1999).

In any classroom environment, regardless of the difficulties the educator faces (children with different abilities, background knowledge, mother tongue), differentiated instructions, appropriate resources and inquiry-based activities can boost the students’ confidence and understanding if introduced in a safe and mistake-free environment (Chitman-Booker & Kopp, 2013). Depending on the age group and the focus area(s), the project-based learning approach can be presented as an individual task or through teamwork, where students can develop their social skills, too. In groups, they can exchange ideas and information with their peers and learn to work together while understanding and respecting each other’s background experiences and knowledge (Chitman-Booker & Kopp, 2013).

Conclusion

John Dewey (1897), as shown through the examples of his theory, has not only been a firm supporter of constructivism, but he also offered alternative aspects of how a constructivist class is and should be formed. The combination of the interdisciplinary approach of project-based learning, along with the principles of differentiation and teamwork, can help all students flourish and reach their full potential (Fosnot & Perry, 2005). How ready and well-trained are the educators, though, even nowadays, to alter the curriculum that has been given to them and adapt it to the students’ needs through a more holistic and effective approach?