An investigation of teacher experiences in learning the project-based learning approach

Shannon Skelcher,Dazhi Yang,Fei Gao

doi:10.11591/edulearn.v15i4.20302

Abstract

Project-based learning (PBL) has a positive impact on student motivation, students’ perceived learning, and performance. However, many teachers are reluctant to adopt PBL. This mixed-methods study examined in-service teachers’ learning experiences of planning and implementing PBL situated in a graduate level PBL course and sought insight into the challenges and ways to overcome the challenges in implementing PBL in practice. Results indicate that teachers’ confidence about their ability to plan and implement a PBL project improved upon completion of the course. Nevertheless, teachers cited various obstacles, such as a lack of mentoring, planning time and implementation experiences, which had prevented them from complete implementation of PBL in teaching. Possible ways to overcome the challenges in adopting PBL include school support, opportunities for experience and practice with PBL, and peer collaboration. The study also showed that a semester-long course focused on designing and developing a PBL project of teachers’ choice was effective in helping increase their confidence and experience in potential implementation of PBL in classroom practice. This study contributes to the implementation of PBL in classrooms and teacher education as well as teacher professional development on the PBL approach.

Highlights

Dewey first described the benefits of hands-on, experiential learning experiences that helped shape students’ understanding and encouraged their natural curiosity; more briefly stated: learning by doing [1]
Further built on the social constructivist perspective of learning, project-based learning (PBL) is “a systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions” [2] PBL provides learners ways to construct their knowledge based on their personal experiences and surrounding environment [3]
This study looks at the experience of in-service teachers enrolled in a graduate level elective course focused on planning and implementing PBL to provide a sustained period of immersed professional development (PD) experience of PBL

Summary

Introduction

Dewey first described the benefits of hands-on, experiential learning experiences that helped shape students’ understanding and encouraged their natural curiosity; more briefly stated: learning by doing [1]. Constructionists argue that allowing students to be involved in hands-on learning, versus passively receiving information, enables true learning to occur [4]. This argument is still valid today since teachers have many resources to create and facilitate meaningful learning experiences. Surveys Surveys were used to collect teachers' perceptions on their competency, understanding, practices, and growth in utilizing PBL. The survey consisted of seven components: i) Understanding 21st century skills; ii) Utilizing an engaging entry event; iii) Developing a guiding question; iv) Creating a project calendar (to ensure a sustained inquiry); v) Creating a teaching and learning guide (focusing on content and resources); vi) Building authentic assessments; vii) and Creating assessment rubrics [10]

Objectives

Methods

Results

Conclusion