Learning Forward
Equity and excellence in teaching and learning.
RESEARCH
Study shows the impact of project-based learning
By Elizabeth Foster
Categories: Evaluation & impact, Learning designs, Outcomes, ResearchAugust 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 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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