EDUC81: Technology for Teaching and Learning 2

Module 3

Week 5: September 21-27, 2020 | 1st Semester, S.Y. 2020-2021

Introduction

Introducing projects and problems into the curriculum is not a new or revolutionary idea
in education. During the past decade, however, the practice has evolved into a more
formally defined teaching strategy.
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Project-based learning has gained a greater foothold in the classroom as researchers have
documented what teachers have long understood: Students become more engaged in
learning when they have a chance to dig into complex, challenging, and sometimes even
messy problems that closely resemble real life. Project-based learning goes beyond
generating student interest. Well-designed projects encourage active inquiry and higher-
level thinking (Thomas, 1998). Brain research underscores the value of these learning
activities. Students' abilities to acquire new understanding are enhanced when they are
"connected to meaningful problem-solving activities, and when students are helped to
understand why, when, and how those facts and skills are relevant" (Bransford, Brown, &
Conking, 2000, p. 23).

On the other hand, by introducing problem-based learning to secondary education we can

foster analytical thinking skills in our students. The key benefit of problem-based learning
is that it develops students who are able to collaborate, solve problems, think clearly and
connect prior knowledge to a problem.

Don Margetson, quoted in Hildebrand, Mulcahy, & Wilks (2001) concludes that problem-
based learning encourages students to be ‘open minded, reflective, critical’ and to
‘undertake active learning.’ It gives them an opportunity to make what they learn
meaningful and to develop strategies they will be able to use to solve problems in the
future, irrespective of subject matter.
Intended Learning Outcomes
 Explain problem-based and project-based learning approaches.
 Explain parts of a project-based and problem-based learning plan.
 Develop a problem-based and project-based learning plan.

Problem-based and Project-based Learning: The

Difference
Problem-based learning originated in the 1960s and is a teaching pedagogy that is student-
centred. Students learn about a topic through the solving of problems and generally work
in groups to solve the problem where, often, there is no one correct answer. In short, ‘it
empowers learners to conduct research, integrate theory and practice, and apply
knowledge and skills to develop a viable solution to a defined problem,’ (Savery, 2006).

Project-based learning has its origins back in the work of John Dewey and William
Kilpatrick and dates back to 1918 when the term was first used (Edutopia, 2014). Project-
based learning is an instructional approach where students learn by investigating a
complex question, problem or challenge. It promotes active learning, engages students,
and allows for higher order thinking (Savery, 2006). Students explore real-world problems
and find answers through the completion of a project. Students also have some control
over the project they will be working on, how the project will finish, as well as the end
product.
 The differences

The difference between problem-based learning and project-based learning is that students
who complete problem-based learning often share the outcomes and jointly set the
learning goals and outcomes with the teacher. On the other hand, project-based learning is
an approach where the goals are set. It is also quite structured in the way that the teaching
occurs.

Project-based learning is often multidisciplinary and longer, 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,
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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).

In conclusion, it is probably the importance of conducting active learning with students

that is worthy and not the actual name of the task. Both problem-based and project-based
learning have their place in today’s classroom and can promote 21st Century learning.

Topic 2
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References
 Reference 1
 Reference 2