Design Principles and Theoretical Foundation of Project-Based Learning

• In Event: 42.030 - Developing Optimal Learning Moments in Science by Engaging Students in Project-Based Learning Across K–12

Abstract

Objectives
Research has shown that too many K–12 students develop superficial science knowledge rather than useable knowledge that allows them to draw upon their understanding to solve problems, make decisions, and learn new ideas (NRC 2012a). Fortunately, educational researchers have formulated principles based upon research that explains how to promote more useable knowledge (Sawyer, 2014; NRC, 2007). Project Based Learning (PBL) (Blumenfeld, et al., 1991) draws upon this literature to change science classrooms from places where students receive information to environments where all students construct knowledge that they can use for making sense of authentic and meaningful questions. In this paper, we examine the theoretical foundation of PBL and associated design principles to raise questions important for the field.

Theoretical Foundations
The underlying premise of situated learning (Greeno & Engestrom, 2014; NRC, 2007) is that all students develop deeper understanding when constructing knowledge by working with and using ideas in real world contexts. Individuals develop useable knowledge when engaging in disciplinary practices, and learn practices when engaging in disciplinary content. To form useable knowledge, knowing and doing cannot be separated, but must be learned in an integrated fashion. This is the premise that underlies the Framework for K–12 science education and three-dimensional learning, where scientific and engeineering practices (SEPs), disciplinary core ideas and crosscutting concepts work together to makes sense of phenomena or find solutions to problems (NRC, 2012b).

Based on this underlying theoretical foundation, designers of PBL environments use six key design features (Krajcik & Shin, 2014):
· start with a driving question, a phenomena or problem to make sense of, which drives the learning;
· focus on learning goals that students need to understand the world
· explore the driving question by participating in SEPs
· engage in collaborative activities with other students, the teacher and community members to explore the driving question.
· scaffold students using various supports that allow students to construct understanding of complex ideas and that help them participate in activities normally beyond their ability; and
· create tangible artifacts that address the driving question and serve as external representations of learning to make thinking public.

When learners engage in PBL, their experiences mirror the complex social interactions that scientists experience as they make sense of phenomena. Because of the PBL features, these environments support and promote knowledge building for diverse students making learning equitable for all (Geier, et al., 2008).

Scholarly significance
It is critical to learn more about how the various features of PBL. We need to learn more about how to structure the driving questions and scaffolds to support a diversity of learners, especially those who do not typically succeed in science. What characteristics of a driving question can motivate students who typically are not engaged in learning science? How should scaffolds be structured to support all students in making sense of phenomena using complex practices like modeling? Refining the design features of PBL will suggest avenues for equipping all learners to develop useable knowledge to make sense of their world.

Authors

• Joseph S. Krajcik, Michigan State University

• Emily Miller, University of Wisconsin - Madison