Project-based learning (PBL) and problem-based learning (PBL

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Liberty University *

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Apr 3, 2024

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Uploaded by CoachRamMaster1420

Project-based learning (PBL) and problem-based learning (PBL) are innovative educational approaches prioritizing student engagement, collaboration, and critical thinking. While both methods share similarities in their student-centered nature, they exhibit distinct characteristics and implementation strategies. Project-based learning involves students working on an extended project over a period of time, often interdisciplinary in nature, that engages them in solving a real-world problem or answering a complex question. This approach typically begins with an open-ended prompt or driving question that guides students' inquiry and exploration (Abood, 2019; Meng et al., 2023) . Throughout the project, students have the autonomy to make decisions, conduct research, collaborate with peers, and present their findings in various formats. In the classroom, this might look like students designing and building a sustainable garden to address food insecurity in their community, integrating concepts from science, mathematics, and social studies. On the other hand, problem-based learning focuses on presenting students with specific, ill- structured problems that mimic real-world challenges (Abood, 2019; Liu et al., 2020) . Students work in small groups to analyze the problem, identify relevant information, generate hypotheses, and propose solutions. The role of the teacher in PBL is often that of a facilitator, guiding students through the problem-solving process rather than providing direct instruction. For example, in a science class, students might be presented with a medical case study and tasked with diagnosing the patient's condition based on the provided symptoms and data. Implementing these innovative approaches in an existing curriculum presents several challenges. Firstly, there may be resistance from both educators and students accustomed to traditional teaching methods. Teachers may lack the necessary training or resources to effectively facilitate PBL or PBL, while students may struggle with the increased autonomy and self-directed learning

required (Meng et al., 2023) . Additionally, adapting hands-on, collaborative activities to an online format can be challenging, requiring creative use of digital tools and platforms to maintain engagement and interaction (Liu et al., 2020) . Several core elements must be considered to evaluate the effectiveness of case-based learning in fostering critical thinking skills. Firstly, assessments should focus on the process rather than just the final product, assessing students' ability to analyze information, think critically, and communicate their reasoning effectively. Rubrics can be developed to assess specific critical thinking skills such as problem-solving, decision-making, and metacognition. Peer and self- assessment can also provide students feedback and promote reflection on their thinking processes. Finally, longitudinal studies may be conducted to assess the long-term impact of case- based learning on students' critical thinking abilities beyond the immediate classroom context (Vallera & Bodzin, 2019) . Project-based learning and problem-based learning offer valuable opportunities for students to engage in authentic, inquiry-driven learning experiences that promote critical thinking and problem-solving skills. While implementing these approaches may pose challenges, particularly in online learning environments, the potential benefits for student learning and development justify the effort required. Educators can help prepare students for success in an increasingly complex and dynamic world by carefully designing and evaluating these innovative instructional strategies. Reference

Abood, H. (2019). E-learning applications in engineering and the project-based learning vs Problem- Based Learning Styles: A Critical & Comparative Study. Engineering and Technology Journal , 37 (4C), 391–396. https://doi.org/10.30684/etj.37.4c.1 Liu, M., Shi, Y., Pan, Z., Li, C., Pan, X., & Lopez, F. (2020). Examining middle school teachers’ implementation of a technology-enriched problem-based learning program: Motivational Factors, challenges, and strategies. Journal of Research on Technology in Education , 1–17. https://doi.org/10.1080/15391523.2020.1768183 Meng, N., Dong, Y., Roehrs, D., & Luan, L. (2023). Tackle implementation challenges in Project- Based Learning: A Survey Study of PBL e-learning platforms. Educational Technology Research and Development , 71 (3), 1179–1207. https://doi.org/10.1007/s11423-023-10202-7 Vallera, F. L., & Bodzin, A. M. (2019). Integrating stem with AgLIT (agricultural literacy through Innovative Technology): The efficacy of a project-based curriculum for upper-primary students. International Journal of Science and Mathematics Education , 18 (3), 419–439. https://doi.org/10.1007/s10763-019-09979-y

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Project-based learning (PBL) and problem-based learning (PBL

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