Project based Learning

Project-based Learning
Studies indicate that most students are bored in school (Csikszentmihalyi, Rathunde, & Whalen, 1993). When students are not engaged, boredom usually interrupts focus; therefore, students are less likely to learn (Blumenfeld et al, 1991). Learning sciences research suggests that project-based learning, a form of situated learning, offers a potential solution to the problem of boredom in school. Students are more engaged and less likely to be bored (Krajcik & Blumenfeld, 2006). Students learn by doing and applying ideas through real-world activities. The 5 key features of project-based learning include:
1. Instruction Starts with a driving question, a problem to be solved;
2. Students explore the driving question by participating in authentic, situated- inquiry. As students explore the question, they develop an understanding of the discipline and also how to apply their understanding;
3. Students, teachers, and community members engage in collaborative activities to find answers to the question;
4. During the inquiry process, students are scaffolded with learning technologies that allow them to perform activities normally beyond their individual ability; 5.Students create a set of products to address the needs of the question. These products are shared artifacts that represent the learning of the class (Blumenfeld et al, 1991; Krajcik, et al., 1994; Krajcik, Czerniak, & Berger, 2002).
The theoretical background of project-based learning includes active construction, situated learning, social interactions and cognitive tools.
Learning sciences research indicates deep understanding occurs when learners actively construct meaning based on their experiences and interactions. Situated learning requires that learning take place in real-world, authentic context. For example, in science, when students design their own investigations to answer a question that is important to them or to their community, they discover value in science and also develop a deeper understanding of how science can be applied to solve real-world problems. Social interaction plays a key role in learning; therefore, the best learning results when students, teachers and subject matter experts from a community work together in a situated activity to construct shared solutions to problems as well as to expand understandings of underlying principles. Deeper comprehension is developed through sharing, applying and debating ideas with others. This process of back and forth interaction creates a community of learners. The use of cognitive tools amplifies and expands what students are able to learn (Krajcik & Blumenfeld, 2006) . Learning technologies can support students in accessing and collecting a range of information; provide tools for visualizing complex, abstract ideas; allow for distance collaboration; assist in planning, building and testing models; and allow for the development of multimedia knowledge artifacts that can be shared globally.
Project-based learning reinforces an awareness that there may be more than one way to interpret data and more than one way to solve a problem. Driving questions guide instruction and are meaningful and important to learners. The driving question should be a tool for organizing and directing the activities of the project, as well as provide an authentic context in which students can establish and explore learning goals. Continuity and coherence are instilled in the project with the development of quality driving questions. Features of driving questions include the following attributes:
1. Feasible. Students can design and perform an investigation to answer the question;
2. Worthwhile. Question contains rich science content that aligns with national and state standards and relates to real-world science;
3. Contextualized. Question is real-world and important;
4. Relevant. Question is meaningful, interesting and exciting to learners; and
5. Ethical. Question does no harm to individuals, organizations or the environment (Krajcik et al, 2002).