In the traditional school the student has always been a recipient of knowledge without much interaction. In PBL, however, it is the student who has to create knowledge, and that requires their role to be active, since, at the end of the day, the student has to:[10]​.

The method consists of carrying out a project, normally of a certain size and in a group. This project has been previously analyzed by the teacher to ensure that the student has everything necessary to solve it, and that in its resolution he will develop all the desired skills.

The development of the project begins with a generating question. This should not have a simple answer based on information, but rather require the exercise of critical thinking for its resolution. The project helps model critical thinking and provides scaffolding for the student to learn to perform the cognitive tasks that characterize critical thinking. Examples of critical thinking are: judging between alternatives, finding the most efficient way to accomplish a task, weighing evidence, reviewing original ideas, developing a plan, or summarizing the most important points of an argument.[11]​.

The main benefits reported by some authors of this model to learning include:

In summary, Project Based Learning supports students to: (1) acquire basic knowledge and skills, (2) learn to solve complicated problems, and (3) carry out difficult tasks using this knowledge and skills.

Background

Known as doing-based teaching. The educator William Heard Kilpatrick developed the concept and made it famous through the text The Project Method (1918), although there are vestiges of characters who preceded him through various studies, so to understand its origin it is necessary to go back years. Knoll in his article The Project Method: its Vocational Education Origin and International Development (1997) considers that project-based learning could be divided into five stages.

Development

John Dewey is recognized as an early proponent of project-based education or at least its principles through his idea of "learning by doing."[12] In My Pedagogical Creed (1897) Dewey listed his beliefs, including the view that "the teacher is not in the school to impose certain ideas or to form certain habits on the child, but is there as a member of the community to select the influences that will affect the child and help him respond appropriately." to these."[13]​ Therefore, he promoted the so-called expressive or constructive activities as a center of correlation.[13]​ Educational research has developed this idea of teaching and learning in a methodology known as "project-based learning." William Heard Kilpatrick built on the theory of Dewey, who was his teacher, and introduced project-based methodology as a component of Dewey's problem teaching method.[14]​.

Some scholars also associated project-based learning with Jean Piaget's "situated learning" perspective[15] and constructivist theories "Constructivism (pedagogy)"). Piaget defended an idea of ​​learning that does not focus on memorization; Within his theory, project-based learning is considered a method that involves students to invent and view learning as a process with a future rather than acquiring a knowledge base as a fact.[16] Later developments of project-based education as pedagogy were later based on theories of education taking into account experience and perception, proposed by theorists such as John Amos Comenius, Johann Heinrich Pestalozzi, and Maria Montessori, among others.[14]

Project-based learning has various objectives, among the most representative we can find:.

Using project-based learning allows:.

Rojas (2005), cited by Maldonado Pérez (2008), mentions other benefits such as:

Kilpatrick already distinguished several types of projects that required different phases of completion. Currently, the way in which these are carried out is very diverse, but in general we could say that the common phases are the following:[18]​.

In the traditional school the student has always been a recipient of knowledge without much interaction. In PBL, however, it is the student who has to create knowledge, and that requires their role to be active, since, at the end of the day, the student has to:[10]​.

The method consists of carrying out a project, normally of a certain size and in a group. This project has been previously analyzed by the teacher to ensure that the student has everything necessary to solve it, and that in its resolution he will develop all the desired skills.

The development of the project begins with a generating question. This should not have a simple answer based on information, but rather require the exercise of critical thinking for its resolution. The project helps model critical thinking and provides scaffolding for the student to learn to perform the cognitive tasks that characterize critical thinking. Examples of critical thinking are: judging between alternatives, finding the most efficient way to accomplish a task, weighing evidence, reviewing original ideas, developing a plan, or summarizing the most important points of an argument.[11]​.

The main benefits reported by some authors of this model to learning include:

In summary, Project Based Learning supports students to: (1) acquire basic knowledge and skills, (2) learn to solve complicated problems, and (3) carry out difficult tasks using this knowledge and skills.

Background

Known as doing-based teaching. The educator William Heard Kilpatrick developed the concept and made it famous through the text The Project Method (1918), although there are vestiges of characters who preceded him through various studies, so to understand its origin it is necessary to go back years. Knoll in his article The Project Method: its Vocational Education Origin and International Development (1997) considers that project-based learning could be divided into five stages.

Development

John Dewey is recognized as an early proponent of project-based education or at least its principles through his idea of "learning by doing."[12] In My Pedagogical Creed (1897) Dewey listed his beliefs, including the view that "the teacher is not in the school to impose certain ideas or to form certain habits on the child, but is there as a member of the community to select the influences that will affect the child and help him respond appropriately." to these."[13]​ Therefore, he promoted the so-called expressive or constructive activities as a center of correlation.[13]​ Educational research has developed this idea of teaching and learning in a methodology known as "project-based learning." William Heard Kilpatrick built on the theory of Dewey, who was his teacher, and introduced project-based methodology as a component of Dewey's problem teaching method.[14]​.

Some scholars also associated project-based learning with Jean Piaget's "situated learning" perspective[15] and constructivist theories "Constructivism (pedagogy)"). Piaget defended an idea of ​​learning that does not focus on memorization; Within his theory, project-based learning is considered a method that involves students to invent and view learning as a process with a future rather than acquiring a knowledge base as a fact.[16] Later developments of project-based education as pedagogy were later based on theories of education taking into account experience and perception, proposed by theorists such as John Amos Comenius, Johann Heinrich Pestalozzi, and Maria Montessori, among others.[14]

Project-based learning has various objectives, among the most representative we can find:.

Using project-based learning allows:.

Rojas (2005), cited by Maldonado Pérez (2008), mentions other benefits such as:

Kilpatrick already distinguished several types of projects that required different phases of completion. Currently, the way in which these are carried out is very diverse, but in general we could say that the common phases are the following:[18]​.