Place-Based, Project-Based, Problem-Based Assignment

Simran Roy
15 May 2022
STEM 8410
When typing just PBL into google, most results are labeled project-based learning. Like project-

based learning, problem-based learning and place-based learning involve students actively

engaged in creating something tangible such as a product, performance or event through inquiry

and collaboration (not necessary) with other individuals. All three terms are self-explanatory, and

this is the type of teaching and learning we should be doing with our students. Problem-based

learning and place-based learning are seen as subsets of project-based learning. Problem-based

learning and place-based learning both require students to present a solution to a problem, but

place-based learning involves an emphasis on the setting of your community including its

culture, heritage, landscapes, and opportunities and experiences (Team, 2020). Project-based

learning is the broader term including the other two PBLs. Project-based learning can be

independent or interdependent while being student-centered. Students are actively engaged with

the content because of the relevance it has to their world and their lives. PBL is also a hands-on

approach that helps students retain information by challenging them through various activities or

experiences. This type of learning is how I prefer to teach my students, and it is how they prefer

to learn as well. However, the strict timeline and standards teachers are required to follow

prevent them from this innovative approach to learning that teaches a multitude of strategies

critical for success in the twenty-first century according to Bell (Bell, 2010). Student choice,

research and inquiry, and the relevance of content to students is how PBL is successful and keeps

them motivated in their learning experience. PBL is a meaningful way to learn content and

teaches students accountability and skills that are only possible through hands- on approaches.

Through differentiation, educators will reach new levels of achievement and will teach their

students so much more than just content while including all types of learning styles and

preferences.
Aside from students developing content knowledge, critical thinking, collaboration, and

communication skills, PBL can enhance autonomy, self-efficacy, creativity, motivation, and

digital skills. The main implication about PBL is that there are various approaches, but all

incorporate real-life projects, minimal instruction, student-centered methods, and the use of

technology. Place-based learning is inclusive of different cultures, identities, values, and

perspectives that are often overlooked. Traits and ideas as important as these must be considered

while teaching. Pretending as though a student’s nature does not affect the way they learn is not

fully understanding the learning process. As a science teacher, like Angie, I prefer place-based

education rather than the canonical content of a traditional standards-based curriculum (Chinn,

2021). Every culture has their own “science” whether it’s a school, local or isolated community.

As stated in “Toward a Politics of Place-Based Science Education,” understanding place or place

consciousness is crucial and is about the politics of identity as well as the politics of local

understanding. While place-based learning focuses on the setting, project and problem-based

learning both involve the same process but expect different outcomes from students. Project-

based learning involves real-world problems while problem-based learning uses scenarios and

cases less related to real life (Larmer, 2014). Problem-based learning involves teacher facilitation

while students decide the specifics for project-based learning. Lastly, project-based learning’s

emphasis is on the final product/solution, but problem-based learning is accentuated on acquiring

new knowledge and going beyond the solution or final product Larmer, 2014). PBL activities are

hard to grade unlike traditional classwork we have just one possible answer for. In order to

facilitate PBL most effectively, teachers should receive training on modeling thinking skills and

providing metacognitive scaffolding (Hmelo-Silver, 2004). Reflection is a big part of PBL for

both students and teachers. Educators should be reflective of their work and take note of the
challenges and successes that continue to tweak and adapt teaching practices. Ensuring PBL is

designed, implemented and scaffolded effectively, it can be a huge step for any teacher to take,

and what teacher doesn’t like minimal teacher facilitation?

Learning about place-based education, I realize that most educators already find ways to make

content relevant for their students. With most Science activities or take-home labs, I must

understand my students, where they come from, their current state to know they can’t afford

some materials. Communities as such would benefit greatly if students spent their time with

place-based curriculum that is adapted for their group of students. With emphasis on the setting

and culture of the community, problem-based learning can be used to find solutions to common

problems and go beyond those to improve other conditions. Collaboration is a key feature of

PBL (Hmelo-Silver, 2004). Another part of my personal PBL approach. Learning from others

and their perspectives of the same world can be eye-opening for how certain students learn

effectively. Using PBL across all subject areas would provide students with a deeper learning

experience and higher engagement through real-world and hands-on tasks. In my science class,

students are using problem-based learning most often to find a solution to a problem and are

motivated to go beyond the solution and look for other options or explanations. Unlike project-

based learning, the result is not what I’m focused on, but rather the knowledge my students

acquire during the process. The reason for this is because of the connection they make with their

surroundings. The inclusion of culture and community can build intrinsic motivation within the

student. With Science, there is always something new to learn, and creating this environment of

proactive learning is what our students deserve.

 References:

Aristidou, M. (2020). Project Based Learning: Are There Any Academic Benefits for the
Teacher or Students? Journal of Humanistic Mathematics, 10(1), 458–471.
https://doi.org/10.5642/jhummath.202001.25
BELL, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The
Clearing House, 83(2), 39–43. http://www.jstor.org/stable/20697896
Chinn, P. (2021, July 15). Forum: Toward a politics of place-based Science Education. Retrieved
May 15, 2022, from
https://www.academia.edu/49934770/FORUM_Toward_a_Politics_of_Place_Based_Scien
ce_Education?auto=citations&from=cover_page
Hmelo‐Silver, C.E. (2004). Problem-Based Learning: What and How Do Students Learn?
Educational Psychology Review, 16, 235-266.
Larmer, J. (2015, July 13). Project-based learning vs. problem-based learning vs. X-BL.
Retrieved May 15, 2022, from https://www.edutopia.org/blog/pbl-vs-pbl-vs-xbl-john-
larmer
Savery, J. (2006, May 22). Overview of problem-based learning: Definitions and distinctions.
Retrieved May 16, 2022, from https://docs.lib.purdue.edu/ijpbl/vol1/iss1/3/
Team, T. (2020, April 16). Types of Project Based Learning. Retrieved May 15, 2022, from
https://www.time4learning.com/blog/homeschool/types-of-project-based-learning/