An Examination of Project-Based Learning

An Examination of Project-Based Learning: Within the Education Theory Framework of John Dewey

Lauren Nixon Western Oregon University

An Examination of Project-Based Learning

Common Core State Standards have been adopted by forty-five states as a means to provide a framework for educators, K-12; to help ensure students gain high-level cognitive skills that they will need to be successful in college and in their future 21st century careers (corestandards.org). The standards challenge educators to provided relevant and engaging learning experiences for their diverse classroom. Although it has been around for many years, project-based learning (PBL) is becoming a teaching technique much talked about as a means to engage students in rigorous learning (Boss, 2012). Though project-based learning has not been endorsed in many public schools in the past, its essential practices of projects that solve problems, social activities, and student centered classrooms are practices which are supported with in the Deweyian theory framework. Project-based learning (PBL) has been around for many years in American education but has had little impact in American public schools, it has mainly been implemented in small charter schools (Boss, 2012, p. 48). Recently PBL has gained more notoriety as the Common Core State Standards layout student goals that require a deeper and richer understanding of academic concepts. Why project-based learning could be an answer to meeting these standards is that PBL is centered on student lead projects that require students to think critically in the application of learning. Project-based learning features a model that organizes learning around projects, these projects are challenging tasks that are often based on an authentic question or problem and require the student to design, problem solve, and make decisions (Thomas, 2000, p.1). Other features of PBL are the use of authentic text and materials, authentic assessment, explicit educational goals, cooperative learning, reflection, and teacher facilitation in a student centered classroom (Thomas, 2000, p.2).

An Examination of Project-Based Learning

The roles of the teacher and student differ compared to what is normally seen in traditional classroom practices. The teachers role is of the facilitator of projects in which they decide on an area or topic of study and give detailed directions on how to develop a project. Often teachers take the role of the learner and peer as they too collaborate with students throughout projects (Coffey, n.d.). Students often work in collaborative groups in which they plan and design their project by conducting research and gathering resources. Students are responsible for their learning and completion of their own task within the group (Coffey, n.d.). The goal of project-based learning is to provide meaningful and relevant learning experiences. Project-based learning works to meet this goal by utilizing the diversity of students and allowing students to pursue projects that interest them. Project-based learning also strives to help students gain important 21st century skills such as collaboration and critically thinking through the continued used of collaborative projects in which problem-solving, analysis, and reflection are critical elements. Since Project-based learning has been used in charter schools and could be making its way more and more into public schools, it is important to look at the educational theories that support its use in the classroom. John Dewey envisioned a democratic classroom that was child-centered and was a community of problem solvers (Tomlinson, 1997, p.375). With a look at Deweys theories it can be seen that many of project-based learnings practices fits with in the Deweyian theory framework. One of John Deweys theories was that learning takes the form of either active or passive learning. He believed that active learning was a richer way for students to learn since active learning involved an experience (Tomlinson, p.374). When children learn through experience,

An Examination of Project-Based Learning

and if the experience is valuable to the child then this kind of learning leads to reflection and higher comprehension (Dewey, 1916, p.70). Project- based learning centers on giving student experience through active and collaborating projects. For example, instead of students listening to the instructor tell them about scientific variables, students instead experience what variables are by being actively involved in demonstrations and then designing their own project to show variables in a scientific experiment. In the Deweyian theory an important aspect is student-centered classrooms. As Tomlinson (1997) states, Dewey envisioned a non-hierarchical community of learners working on the joint solution of practical problems, and one that the teachers role was more of a peer then the task master (p.377). Although project-based learning is not as unstructured as Dewey theorized a classroom should be, it does place an emphasis on student-centered classrooms in which the teacher too collaborates with the students but takes the role of the facilitator in that they structure concepts and principles that the class will explore. Dewey theorized that learning experiences should not be primarily academic but instead provide learning experiences that target individual students interests. Dewey believed that for learning to be meaningful, learning must start from the spontaneous interests of the student, it is then that students will more likely reflect and analyze what they have learned (Tomlinson, p.376). Project based learning emphasize student choice in order for students to engage in meaningful projects. Although teachers most often present a question or a problem it is the students choice in how to go about solving the problem. Students are encouraged to use their individual talents and interests to drive their research and develop projects that reflect those talents and interests. The employment of student interest and talents meets the Deweyian theory that classroom practices should utilize diverse talents and promote cooperation in joint of

An Examination of Project-Based Learning

problem-solving activities, even though the general content of the activities are decided on by the instructor (Tomlinson, p.375). It is through the presentation of student made projects that students demonstrate how they applied and reflected upon what they have learned (Boss, p.49). Another area that project-based learning fits in the Deweyian theory framework is the view of social interactions. Dewey believed that in addition to allowing students to pursue and problem-solve what was interesting to them, schools should also lead to the development of social intelligence which is accomplished through collaborative work with peers (Tomlinson, p.376). Project-based learning fits this theory because it often employs the use peer collaboration. Peer collaboration is done either in small groups in which peers work together to complete an overall project, or in the initial phases of research and planning in which students collaborate with peers to share ideas. Students also work on social intelligence through the sharing, listening, and questioning that follows the end of a project and unit of study. Dewey believed that people do not simply respond to the world; they strive, struggle, and plan and in so doing transform their spontaneous energies into the habit and behaviors necessary to achieve their goals, project-based learning also believes that it is important to utilize students interests in order for them to engage in content with higher-cognitive involvement (Tomlinson, p.373). As Boss (2012) states projects are the spine of the curriculum, in project-based learning and it is through these projects that teacher use students intrinsic motivation in order for students to encounter and struggle with the central concepts and principles, that arise from a driven question or problem (Thomas, p. 3). Projects that students are involved in require students to struggle, plan, reflect, and analyze in order to meet their specific goal.

An Examination of Project-Based Learning

Project-based learning has gotten more popular with the installment of the Common Core State Standards that forty-five states have adopted since it advertises the ability for students to gain higher cognitive skills. I believe that since projects are a central part of the curriculum students do engage in a wider range of cognitive skills. This is because projects center round a problem or question and require students to plan, design, reflect and analyze on the central concepts. Deweys theory supports this use of problem-solving as a means for children to engage with content. Another reason why PBL is a sound practice is that it utilizes students interests. Many educational theorys including Deweys state the importance of student engagement in order for them to learn. It is easy to understand the importance of engagement, take for example when reading a book, if you are not fully engaged in reading the book but thinking of several other things at the same time, most likely you will remember little to nothing that you read. This is the same to a child not fully engaged in a lesson. Project-based learning utilizes students interests in order to intrinsically motivate them when working on a project. Projects also engage students because they require active participation and multiple senses are employed. Dewey( 1916) stated that senses are the avenues of knowledgebecause they are used in doing something with a purpose, therefore it is sound practice to have students use as many of their senses in order for them to engage in content as well as to learn and remember (p. 71). It is essential that students are fully engaged if they are to gain higher-cognitive understanding that Common Core State Standards require to be learned. Lastly, project-based learning is a sound practice that has a place in todays classrooms because be it helps students develop 21st century learning skills. An important aspect in projectbased learning is collaborating with peers, with our global economy students need to develop

An Examination of Project-Based Learning

effective communication skills in order for them to be successful in their future. Though Dewey developed his theories well before the formation of this global economy, he stressed the importance of social intelligence that is developed with collaborative work. To sum up, project-based learning is a teaching approach that includes sound practices supported by the Deweyian theory. Its approach encourages: student engagement in complex problem-solving, the development of higher-cognitive skills and a richer understanding of concepts and principles, as well as social skills that allow students to collaborate with others effectively to achieve a common goal.

An Examination of Project-Based Learning

References: BOSS, S. (2012). The Challenge of ASSESSING Project-Based LEARNING. District Administration, 48(9), 46-52. Coffey, H. (n.d.). Project-Based Learning. The University of North Carolina. Retrieved from: http://www.learnnc.org/lp/pages/4753?ref=search Dewey, J. (1916). Democracy and Education. Student Handouts, Inc. Toledo, Ohio. Retrieved from: http://www.studenthandouts.com/Texts/dewey1.pdf Thomas, J. (2000). A Review of the Research on Project-Based Learning. The Autodesk Foundation. Retrieved from: http://173.226.50.98/sites/default/files/news/pbl_research2.pdf Tomlinson, S. (1997). Edward Lee Thorndike and John Dewey on the Science of Education. Oxford Review of Education, 23(3), 365-83.