M.

Sc Nursing Degree Course

Subject : Nursing Education

UNIT : II
Topic : Project Method

DR. P. PADMAVATHI,
PRINCIPAL
 INTRODUCTION

• The project method is an educational

enterprise in which children solve a
practical problem over a period of several
days or weeks. It may involve building a
rocket, designing a playground, or
publishing a class newspaper.
• The projects may be suggested by the teacher,
but they are planned and executed as far as
possible by the students themselves, individually
or in groups.
• Project work focuses on applying, not imparting,
specific knowledge or skills, and on improving
student involvement and motivation in order to
foster independent thinking, self-confidence, and
social responsibility.
 DEFINITION

• The project method is a teacher-facilitated

collaborative approach in which students acquire
and apply knowledge and skills to define and
solve realistic problems using a process of
extended inquiry. Projects are student-centered,
following standards, parameters, and milestones
clearly identified by the instructor.
 HISTORY

• According to traditional historiography, the

project idea is a genuine product of the
American Progressive education movement. The
idea was thought to have originally been
introduced in 1908 as a new method of teaching
agriculture, but educator William H. Kilpatrick
elaborated the concept and popularized it
worldwide in his famous article, "The Project
Method" (1918).
 Cont..

• 1590–1765: At the academies of architecture in

Rome and Paris, advanced students work on a
given problem, such as designing a monument,
fountain, or palace.
• 1765–1880: The project becomes a regular
teaching method; newly established schools of
engineering in France, Germany, and Switzerland
adopt the idea. In 1865, the project is introduced
by William B. Rogers at the Massachusetts
Institute of Technology into the United States.
 Cont..

• The 1970s: Kilpatrick's project method, now

taken as the only adequate method of teaching
in a democratic society, is rediscovered in
Germany, the Netherlands, and other European
countries. Under the influence of British primary
school education, U.S. educators attempt to
redefine the project, viewing it as an important
supplement to the traditional teacher-oriented,
subject-centered curriculum.
 Cont..

• There are two basic approaches for

implementing the project method.
• According to the historically older approach, the
students take two steps: initially, they are taught
in a systematic course of study certain skills and
facts, then they apply these skills and
knowledge, creatively and self-directed to
suitable projects.
 Cont..

• According to the second approach, the

instruction by the teacher does not precede the
project but is integrated in it. In other words the
students first choose the project, then they
discuss what they need to know for solving the
problem and learn the required techniques and
concepts
 Cont..

• Finally they execute the chosen project by

themselves. In both approaches, time for
reflection should be provided during all phases
of project learning, giving students the
opportunity to evaluate their progress. Many
teachers–especially vocational and industrial
arts educators–use a series of small-scale
projects to help students develop continuously
increasing competence in practical problem
solving.
 GOALS

• Project method as “whole-hearted purposeful

activities.”
• The main objective is not simply to acquire skills,
but to understand how to apply them in practice.
• project management objectives are the successful
development of the project's procedures of
initiation, planning, execution, regulation and
closure as well as the guidance of
the project team's operations towards achieving all
the agreed upon goals within the set scope, time,
quality and budget standards.
 CHARACTERISTICS OF PROJECT
METHOD
From the pupil's perspective the project method
is characterized with four rules which interact
with one another and they are:
1) Action target determination.
2) Planning.
3) Realization of practical actions with the aim of
achieving the defined target.
4) Evaluation of the project results
STEPS OF A PROJECT METHOD
 Major steps of the Project Method

 Creating the situation (providing a situation)

 Choosing the project (Selection of the Project)
 Planning
 Carrying out the project (Executing)
 Evaluating
 Recording (Project Report)
MERITS
 ADVANTAGES

 Forming the aesthetic sensitivity, achieving the

emotional satisfaction,
 Mastering one's intellect,
 Mastering one's particular abilities,
 Developing the interrogative (way of) thinking,
abilities of creative, concept, analytic character,
 Cont..

 Sharing the results of community work,

 Forming the democratic habits,
 Upbringing the people respecting the rules of
democracy and free elections,
 Forming the moral attitudes,
 Developing the experimental mentality,
 Cont..

 Developing the readiness to verify some

traditions, values and beliefs transmitted from
generation to generation,
 Facing the challenges and formulaic solutions,
 Developing the divergent thinking,
 Going beyond one's possibilities, developing
the transgressive thinking,
DEMERITS
 DISADVANTAGES

 The project cannot be planned for all subjects

and whole subject matter cannot be taught by
this strategy.
 It is not economical from the point of view of
time and cost.
 It is very difficult for a teacher to plan or to
execute the projects to the learners and
supervise them.
 CONCLUSION

• The strong desire to achieve a certain end

provides intense stimulus and increase the
interest of the child in what he is doing.
• True creative thinking , true mental activity is
essential to project method.
• The experiments of the project method want to
reset the whole curriculum and break all barriers
of subject matter.
 BIBLIOGRAPHY

• GRUBB, W. NORTON, ed. 1995. Education through

Occupations in American High Schools, Vol.
1: Approaches to Integrating Academic and Vocational
Education. New York: Teachers College Press.

• HELM, JUDY H., and KATZ, LILIAN G. 2001. Young

Investigators: The Project Approach in the Early
Years. New York: Teachers College Press.
• KATZ, LILIAN G., and CHARD, SYLVIA C.
1989. Engaging Children's Minds: The Project
Approach. Norwood, NJ: Ablex Publishing.

• KNOLL, MICHAEL. 1995. "The Project

Method: Its Origin and International Influence."
In Progressive Education across the
Continents. A Handbook, ed. Volker Lenhart
and Hermann Röhrs. New York: Lang.
• Manual on Student’s Counseling for College
Teachers(2002), Dr. C.R. Chandrashekar,
Department of Collegiate Education Government of
Karnataka, NIMHANS(Bangalore).
• Latha Venkatesan/Poonam Joshi, Textbook of
Nursing Education(2015), Reed Elsevier India Pvt.
Ltd.,(New Delhi).
• KP Neeraja, Textbook of Nursing Education(2003),
Medical Publishers Pvt. Ltd.,(New Delhi).
• Lewis E. Patterson, The Counseling Process, 5 th
Edition(2000), Eastern Press(Bangalore) Pvt. Ltd.
• S.K. Chibber, Guidance and Educational
Counseling(2005),Commonwealth Publishers (New
Delhi).
• Suresh k. Sharma/ Reena Sharma,
Communication and Educational Technology-
Contemporary Pedagogy for Health Care
Professionals, 2nd edition(2012), Elsevier Pvt. Ltd.,
(New Delhi).
THANK YOU
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