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RESEARCH

Study shows the impact of project-based learning

By Elizabeth Foster
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


Vice President, Standards & Research | + posts

Elizabeth Foster (elizabeth.foster@learningforward.org) is vice president, research & standards at Learning Forward. In each issue of The Learning Professional, Foster explores recent research to help practitioners understand the impact of particular professional learning practices on student outcomes.


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