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CHAPTER I. THEORETICAL BACKGROUND OF PROJECT BASED
METHODOLY
The initial section of this study addresses fundamental aspects related to
Project-Based methodology that is commonly encountered in educational settings.
Firstly, it delineates Project-Based methodology based on various potential
characteristics. Secondly, it explores the potential advantages, components, and
most demanding aspects of employing this approach. Additionally, it provides
possible problems and solutions of this method and information on how to evaluate
project-based tasks .
1.1 Investigation of main characteristics of Project based methodology
The concept of Project-Based Learning methodology (PBL) is not new, but it
has recently gained the spot light in education field. In the past decade, studies on
project-based methodology have increasingly been conducted and adopted across a
diversity of educational institutions worldwide. Researchers have given a variety of
definitions for project-based methodology in which they all share several similar
disciplines. In terms of its crucial functions, Stivers stated that PBL is an
instructional approach which is built upon learning activities and real tasks that have
brought challenges for students to solve. Bell therefore defined PBL as a student-
driven (student-centred) approach to learning in which students are required to take
part in a real project by developing a question or inquiry and under the supervision
of teachers in order to create a project to share with the select audience.
1
In other
words, students involve designing their own inquiries, planning their learning,
organizing their research, implementing a multitude of learning strategies, and
evaluating their projects that have real world applications beyond the classroom.
These activities give students the opportunity to work relatively autonomously over
extended periods of time and culminate in realistic products or presentations. When
it comes to the teachers‘ role, Bell also expanded the definition of PBL to an
1
Thomas, J. W. “A review of research on project based learning” Retrieved from:
http://www.bobpearlman.org/BestPractices/PBL_Research.pdf
. 2000. 8-p
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approach in which teachers act as a facilitator. Thomas states that Project-Based
Learning (PBL) is an instructional approach that prioritizes task assignments, often
in the form of projects, to guide students through an inquiry-based learning process.
The aim is for students to develop knowledge, skills, and attitudes, which serve as
the basis for assessment by teachers. However, it is important to note that not all
learning models that involve projects can be classified as project-based learning.
Additionally, Heitmann makes a clear distinction between two types of learning
involving projects. Firstly, there's "learning ended with a project," which extends the
implementation of knowledge acquired in the classroom.
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Typically, such projects
are assigned towards the conclusion of a lesson, with completion occurring without
a focus on the inquiry process. These projects are often teacher-assigned and can be
completed individually or in groups. In contrast, project-based learning (PBL)
entails distinct characteristics.
Project-based Learning (PBL) is a model for classroom activity that shifts
away from the usual classroom practices of short, isolated, teacher-centred lessons.
PBL learning activities are long-term, interdisciplinary, student-centred, and
integrated with real-world issues and practices. It is a method that fosters abstract,
intellectual tasks to explore complex issues. It promotes understanding, which is true
knowledge. In PBL, students explore, make judgments, interpret, and synthesise
information in meaningful ways. It is more representative of how adults are asked to
learn and demonstrate knowledge.
According to Sylvia Chard, the Project-based Learning approach is an
“in-depth investigation of a real-world topic worthy of students’ attention and
effort.”
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Hence, field trips, experiments, model building, posters, and the creation
of multimedia presentations are sample activities within PBL where students with
different learning styles demonstrate their knowledge by means of inquiry. In short,
PBL should be anchored in core curriculum and multidisciplinary, involve students
2
Soule. H. “The Power of the 4Cs: The Foundation for Creating a Gold
Standard for Project Based Learning (PBL)” 2014. 13-p
3
Thomas, J. W. “A review of research on project based learning” Retrieved from:
http://www.bobpearlman.org/BestPractices/PBL_Research.pdf
. 2000. 5-p
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in sustained effort over time, involve students in decision-making, be collaborative
and have a clear real-world connections.
Project-based Learning helps students develop skills for living in a
knowledge-based and highly technological society. The old educational model
of passively learning facts and reciting them out of context is no longer
sufficient to prepare students to survive in today’s world. Solving highly
complex problems requires students to have both fundamental skills and digital
age skills. With this combination of skills, students become directors and
managers of their learning, guided and mentored by a skilled teacher.
Project-Based Learning is:
1 An enterprise.
2 An enterprise of students.
3 An enterprise of which results students took the responsibility.
4 An enterprise which follows a concreate goal.
This definition characterizes well all important features of PBL and Coufalova
considers this definition as a main criterion when judging whether a specific PBL
has fulfilled its basic essence. Moreover, Tomkova adds that PBL is mainly based
on active student´s approach towards their own learning and like Coufalová
expresses the need to distinguish PBL from the concept of thematic tuition (TT)
which shares some similar features with PBL and is sometimes incorrectly labeled
this way, however, their style of work is alike. Whereas in the former the
determining aspects are the student´s responsibility plus their relationship towards
the activity and actual active share on it, in the latter concept the action comes from
teachers and is by them organized in detail, elaborated, ruled and assessed. The main
difference is seen that TT elaborates a theme into broader aspects whereas PBL aims
directly towards a final product. Nevertheless, PBL and thematic tuition can be
mutually combined and very often one originates from the other. Svobodová, Lacko
and Cingl agree with this view and add that combination of thematic tuition,
traditional education and PBL enables a complex development of students ‘skills,
knowledge and personality.
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Basic features of PBL. Despite the unambiguous definition of PBL there is generally
a united agreement with its basic features together with the view that PBL must not
be considered a replacement for other teaching methods but solely a complementary
one that cannot substitute mainstream educational methods. Four learning principles
of PBL
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