Project based Learning is superior to traditional learning because it results in better critical thinking skills. The study of fourth and fifth grades by Sheperd(1998) resulted in the students using project based learning concerned with housing shortages in different countries had a significant increase in critical thinking skills as well as being more confident in what they leaned compared to the control group. The Boahler study(1997, 1998) studied two different British schools over a three year period, one using project based learning the other traditional learning. The students made similar gains on basic mathematical procedures. The project based group did better on conceptual problems. They could use the information in different circumstances unlike the traditional group that just remembered the rules and to use them in a formal problem. Thus project based learning results in a student that is prepared to answer a multitude of questions using the knowledge gained through just one project. A study that had two groups make a brochure about motivation, attitude toward learning, work habits, critical thinking skills, and problem solving abilities again resulted with a higher level in conceptual skills. Project based learning has also been beneficial to students who struggle in the traditional classroom; those students have excelled it may be because it suits their learning style better or the activity involved in the project. Students have less time to be disruptive when they are active in their learning.
Problem based learning is exactly what it sounds like. Students work in small groups to identify the problem, what they need to know about it, and how to solve the problem. This type of learning is experimental because if one way to solve the problem at hand fails students modify their technique to solve the problem until they are successful. This type of education is better than traditional because it prepares students to tackle problems they will face in the real world. A study showed that medical students that had classes using problem based learning with a mock patient scored higher on clinical problem solving and on actual clinical performance(Vernon & Blake, 1993;
Albanese & Mitchell, 1993). Project based learning leads students to examine their own work closely. Teachers writing about their own practice leads to reflection, and sometimes changes in their methods
(Darling-Hammond & Hammerness, 2002). Students engaged in this method of learning are able to justify their explanations with legitimate arguements(Stepien et al., 1993). If asked why they felt a certain why a student with a problem based learning background would not just simply say because instead they could articulate an informative explanation of their answer. This type of person’s opinion is more respected than anyone that can’t reasonably explain their feelings.
In learning by design students learn through designing and building a product that requires understanding and applying their knowledge. Once again the students are active involved learners. In one study sixth graders built a partial working respiratory system. The students that designed the system had a better understanding of how the respiratory system functioned than those learning the material in a traditional setting(Hmelo, Holton, and Kolodner2000).
A difference between problem based learning and the other two strategies is the self reflection process in order to better your final work. Learning by design involves a physical representation of what was learned instead of a powerpoint presentation or another final product. In project based learning it is central to the curriculum. For example the final picture drawn in compter aided drafting class(CAD). Where a problem based project the final presentation or product could merely be documents that diagnosis a disease.
The most important benefit for learning in all three of these techniques is preparing students for their lives after school. The techniques all involve social skills which are essential for one to succeed in toady's world. For example at a job interview the individual conducting the interview may ask you to justify something on your resume if your unable to do so intelligently with reasonable explanation you are simply not going to acquire the job.
Resources:
Barron Brigid. (n.d.). Teaching for meaningful learning. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf
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