On 22 Mar 2005, this article was nominated for deletion. See Wikipedia:Votes for deletion/Project Based Learning. Rossami (talk) 04:57, 3 Apr 2005 (UTC) I am writing extensivly on this topic now. I am basically dog tired exhuasted at the moment, but I will recover sometime soon. Then I will straighten out grammar errors, and insert supporting links.
About Project Learning
Project learning is highly constructivist; the best book on the topic, What Children Bring to Light by Bonnie Shapiro, describes it that way, and further more shows how education is beneficial in ways similar to therapy. Constructivism is not unique; it is similar to Synergy from Benedict and Maslow, and also self-acutalization from Rogers and Maslow.
I immediately felt that project learning can be called "project science" or "group learning," with my preference being "project science." Project science does not exclude art; both in independent or group modes, the creative facilities work mentally to create conceptualizations, or collaboratively to create an actual project. These efforts are either imaginative or social: the key components of the "art of life."
Since I first contributed to this article, the above ideas have become my life in education. I worked in a teenage homeless shelter, and in an autistic school, and applied my learning as best as I could in the short times I worked in those places. I am likely heading back to autism where I will try to apply my extension of these ideas in my own way: "empathy as emotional communication."
I have been trying to find a position in a school that would propel me through to my masters and licensure, and then through to my doctorate. From my various "letters" I created a short paper describing my experiences. In every environment I successfully helped my students, but I was at constant odds with management. Empathy in education and therapy: My learning and experiences
Key components of science learning through projects are knowledge construction, along with the questioning of its components, and community: a new and more social version of the scientific method. Social revision of the scientific method
Project science and group learning are the polar opposite of didactic learning, especially top-down learning. I have learned that facilitating innovative learning is nothing new, it predates structured learning; it is tribally native. Benedict derived Synergy from successful Native Tribes, and it could be that the power that the US has had has been native all along.
Having said that I do not personally oppose testing, just the type of social engineering of the "high stakes testing" or the NCLB. I do not even oppose rote learning, such as with arithmetic drills, as long as it includes group participation. I do believe that project learning with a specific responsibility to the community has to replace didactic learning, and that didactic influences need to be resisted.
The word "project" from project Science is loaded.
I think I can put the issues that inspire project Science in bullet form:
- kids develop a relationship with the world as they become more aware of it
- as they begin to socialize and interrelate, this relationship develops into a shared conception
- when they get to school, and teachers try to straighten them on certain misconceptions,
- they think the teachers are crazy
Kids will tell you what you want to hear, but they think they are really being taught patience with elders. As soon as they back with their friends, the misconceptions are restored, and all is well from their perspective.
The project, or group, science, strategy is to allow them to discover the realities of science on their own by providing them with much the same equipment that our early scientists had, such as prisms, telescopes, microscopes. Their misconceptions are not actually wrong so much as "intelligently wrong," and often the entire community holds the same misconceptions. Here is were the true value is; as the students develop scientific technique and learn how things really are, they go back home and tell their parents what they did. In this way the entire community gets educated -- now that's value.
Science today is seeing a rise in the social science; as we apply scientific technique to social situations, we are far better able to get from these situations the kinds of results we are looking for. When kids do this, they can better experiment with life and conclude earlier what it is that they are good at, and what they like to do. This gives them factors better chances of getting the highest potential out of life, of self-actualizing.John van v 23:12, 2 August 2007 (UTC)
- This vandalism should be removed, but I opt to keep it as an example of the limited psychology of those who hate constructive learning. --John Bessa (talk) 14:50, 3 June 2011 (UTC)
- I'd like to point out that there are people out there (such as myself) who dislike project-based learning and cooperative learning simply because they don't click for us. I mean, it's nice that it works for the majority, but the rest of us are given an "F" and told we're not trying hard enough, even though the problem is simply that the way the modern classroom is designed just doesn't work for everybody. Randomnessu (talk) 17:25, 26 March 2014 (UTC)
Article Has Odd Tone
This article seems very slick, as if someone is selling my on the value of Project Based Learning not simply informing of what it is and how it works. True, there is a criticism section, but it seems more token than anything else.
For example, "The PROMOTE Georgia Project is an excellent example of iPBL." The word "excellent" sticks in my craw. It is an example that exemplifies the tenets of iPBL. They have success in doing A, B, and C. By calling it "excellent" it gives the entry a weightless quality that is more suitable to a puff-piece than an authoritative entry. —Preceding unsigned comment added by 126.96.36.199 (talk) 01:35, 21 September 2010 (UTC)
This is purely educational. There is no psychology involved except to say that psychology describes all human activity at a low level. I will remove the psy portal material. --John Bessa (talk) 14:51, 3 June 2011 (UTC)
This is a very poorly written article that suffers from a distinct slant. Rather than simply explaining what project-based learning is, from the get-go it presents a biased contrast between PBL and "traditional" education that is disingenuous at best. I will work on the bias issues in the future when I have time to get to it. 188.8.131.52 (talk) 16:29, 30 May 2014 (UTC)