Project-based learning (PBL) is a teaching approach in which students gain knowledge and develop skills actively by working on research and problem-solving tasks, in which they explore real-world problems and challenges. It involves the study and research of a topic in depth along with a collaborative activity between the teacher and pupils. Therefore, it is also an inclusive approach in which all learners participate actively.

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So, what is a project in PBL? According to the definitions found in PBL handbooks for teachers, projects are complex tasks, based on challenging questions or problems, that involve students in design, problem-solving, decision making, or investigative activities; give students the opportunity to work relatively autonomously over extended periods of time; and culminate in realistic products or presentations (Jones, Rasmussen, & Moffitt, 1997; Thomas, Mergendoller, & Michaelson, 1999).

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As Frey (1994), Harris (2002), McGrath (2002), and Solomon (2003) said, students can become communicative, creative and develop practical thinking as they are engaged in active inquiry/discovery, exploration and decision making; knowledge is based on experience and experimentation in real/authentic life; P-BL links manual and intellectual work. PBL no only teaches knowledge to students, but also allows them to develop many interpersonal skills, such as communicating adequately, being collaborative, sharing etc. Along with intrapersonal skills, those which help people to develop personality and manage emotions.

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In addition, Westwood (2006) points out that projects promote meaningful learning, connecting new learning to students’ experience and prior knowledge; they increase self-direction and motivation, since students are responsible for their own learning. Children learning to be independent and autonomous about what they want to learn and in which way they want to acquire it, is essential to build the future citizens of our society.

 

PBL practitioners have also stated that ‘PBL, because of its various features, is a more effective means of adapting to students’ various learning styles or ‘multiple intelligences’ than is the traditional instructional model’ (Thomas, 2000). Adapting to students is one of the key factors teachers must keep in mind, as we intend to develop each pupil’s skills and knowledge at their own pace.

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On the other hand, PBL has also received criticism for being demanding of staff time and teaching materials needed. As many teaching approaches and methods, it demands more investment in time and money, as teachers have to prepare the topic connecting it with all areas, providing scaffolding techniques and carrying out a constant observation and supervision of all students. The investment in supplies can be regulated, as teachers can adapt activities and tasks, but ideally, these kinds of projects in which children experience, create, and touch the actual knowledge, is much more expensive than reading from a text book. Linked to this there is another interesting finding from one of the researches carried out about PBL; this is teachers’ views about PBL as a new child-centred teaching approach, indicating the need for an in-depth in-set training on these issues and support in providing pupils with secondary and first-hand resources of information.

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In conclusion, PBL is a collaborative and inclusive approach that develops not only pupil’s knowledge as meaningful learning in different subjects, but also helps them to develop cognitive and social skills, as well as promoting self-awareness in learning. Students experience and therefore create their own ideas and promote their curiosity and excitement for learning. It is each teachers hand to make a difference in their teaching methods and their pupils learning experience, allowing them to develop as future responsible and autonomous critical thinkers. For this reason, PBL fits perfectly if we want to integrate English and Arts as pupils learn about the content of different subjects. It allows teachers to present the topics as a whole, relating them to real life context, giving them a meaning in education, this also prompts students to be motivated, as they can make sense of what they are learning in school. 

 

References.

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• Kaldi, S., Filippatou, D. & Govaris, C. (2011). Project-based learning in primary schools: effects on pupils' learning and attitudes. Education 3-13. 39(1), 35-47.

• Thomas, J. W. (2000). A Review of research on Project-Based Learning. Retrieved on 8 of December 2017 from: https://documents.sd61.bc.ca/ANED/educationalResources/StudentSuccess/A_Review_of_Research_on_Project_Based_Learning.pdf