Exploring contributions of project-based learning to health and wellbeing in secondary education

Pete Allison,Russell Martindale,Shirley Gray,Christine Nash,John Sproule,John Wang

doi:10.1177/1365480215599298

Abstract

Regardless of the aims and purposes of education, recent trends in pedagogy suggest an increasing popularity of project-based learning (PBL) and a focus on interdisciplinary approaches to learning, however ill-defined they may be. Connections between PBL, curriculum trends and health and wellbeing are reviewed, as well as potential value of schools bringing the three together to enhance learning. Interviews were undertaken with students ( n = 37) following a range of 2-week residentials involving PBL to examine students’ perspectives on connections with prior learning at school, the approach to learning and any connections to health and wellbeing. The results from the hierarchical content analysis revealed five emerging themes. Implications for theory, practice and further research are discussed.

Highlights

Hugg and Wurdinger (2007) differentiate between problem based learning, project based learning, applied learning, practical skills/life skills training, service learning, authentic learning and action orientation
One approach used in some schools, and we believe worthy of further attention, is project based learning in a residential context as it can provide a context that enhances health and wellbeing
Findings and Discussion This section is presented in five interconnected sections, all of which suggest that project based learning (PBL) experiences influenced various aspects of health and wellbeing: Context, responsibility, coping, building relationships and life after the projects

Summary

Introduction

Hugg and Wurdinger (2007) differentiate between problem based learning, project based learning, applied learning, practical skills/life skills training, service learning, authentic learning and action orientation What all of these categories have in common is a focus on drawing together knowledge from a variety of curriculum subjects into an applied setting of some kind. Tynjala and Olkinoura (2006) conducted a systematic review of articles on project based learning focusing on the pedagogical and psychological aspects and methods of implementation in post-secondary education. An upsurge in residential education in the UK is highlighted by the organisation ‘Learning away’ who provide guidance for educators to offer ‘brilliant residentials’ They plan residential experiences that focus on a particular aspect of the curriculum to increase children’s engagement and enhance their health and wellbeing. We use the term project based learning (PBL) as an overarching term for practices that incorporate aspects of the above mentioned categories

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Conclusion