Research article

The problem of projects: understanding the theoretical underpinnings of project-led PBL

---

Abstract

For many years there has been a sharp division between project-based learning, and problem-based learning, with the former adopting a more technical rationalist approach while the latter adopts a more Socratic or dialogic approach. This article argues that current notions of project-based learning are too narrow and that combining the two approaches will improve student engagement and criticality. This article begins by outlining the key differences between project-based, and problem-based learning, suggesting a new constellation. It then provides an exemplar in the form of a case study that sought to undertake such a combination, and reports on implications for practice.

Keywords: PROJECT-BASED, PROBLEM-BASED, LEARNING, PROJECT, PRACTICE, COMMUNITIES

How to Cite:

Hanney, R. & Savin-Baden, M., (2013) “The problem of projects: understanding the theoretical underpinnings of project-led PBL”, London Review of Education 11(1), 7–19. doi: https://doi.org/10.1080/14748460.2012.761816