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    RESEARCH

    Study shows the impact of project-based learning

    By Elizabeth Foster
    Categories: Evaluation & impact, Learning designs, Outcomes, Research
    August 2021
    The high school study Saavedra, A.R., Liu Y., Haderlein, S.K., Rapaport, A., Garland, M., Hoepfner, D., Morgan, K.L., & Hu, A. (2021, February 22). Knowledge in Action efficacy study over two years. USC Dornsife Center for Economic and Social Research. The elementary school study Krajcik, J., Schneider, B., Miller, E., Chen, I., Bradford, L., Bartz, K., Baker, Q., Palincsar, A., Peek-Brown, D., & Codere, S. (2021, January 11). Assessing the effect of project-based learning on science learning in elementary schools. George Lucas Educational Foundation. Project-based learning is popular with many parents, students, and teachers because of its focus on problem-solving, critical thinking, creativity, and real-world application (Gallup, 2019). It encourages teachers to act as facilitators while students actively engage in teacher- and student-posed learning challenges,

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    References

    Gallup. (2019). Creativity in learning. Author.

    PBLWorks. (n.d.). The perils of PBL’s popularity. [Blog post]. my.pblworks.org/resource/blog/the_perils_of_pbls_popularity


    Elizabeth Foster
    Senior Vice President, Research and Strategy | + posts

    Elizabeth Foster is the senior vice president of research and strategy at Learning Forward. She leads the organization’s research efforts for partnerships, programs, and fundraising. Elizabeth co-wrote the Standards for Professional Learning (2022) with Tracy Crow and now facilitates learning sessions about the standards and develops resources that support their use and implementation.


    Categories: Evaluation & impact, Learning designs, Outcomes, Research

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