A Project-Based Learning (PBL) Event in a Chinese Rural School: How Can PBL Help Teachers and Students Accomplish Deep Learning?

Abstract

This study explores the potential of deep learning through project-based learning (PBL) and examines how it can facilitate the achievement of deep learning for both teachers and students. Fullan and Langworthy’s (2018) core principles of 21st-century skills, such as creativity, critical thinking, problem-solving, communication, cooperation, and character education, are closely related to deep learning, which has been demonstrated to lead to better learning outcomes. PBL is an innovative teaching approach that has been recognized as an effective pedagogical strategy for enhancing student learning. The study will draw on constructivism and Bloom’s taxonomy to examine the three stages of deep learning in PBL classes and assess how well the author’s personal PBL teaching experience promoted deep learning for their students. The study will present a literature review of PBL and deep learning, followed by a description of the PBL session, its three stages, and the shortcomings of the learning process that occurred. Finally, the study will conclude with the author’s reflections on their teaching session.