A Review of Research on Project-Based Learning

Thomas, J.W. (2000). A review of research on project-based learning. Buck Institute for Education. Retrieved from http://www.bobpearlman.org/BestPractices/PBL_Research.pdf.

Summary/Analysis:
This article reviews research from the past ten years on project-based learning (PBL). Given the lack of a universally accepted model or theory of PBL, the author offers a set of criteria to determine which projects count as an instance of PBL: centrality to the curriculum, driving question, constructive investigations, autonomy, and realism. The research to date on PBL is fairly sparse and does not reflect a common model of PBL, but the author draws some tentative conclusions, most notably: Students have difficulties benefiting from self-directed situations, especially around initiating inquiry, directing investigations, managing time, and using technology productively. PBL experiences are associated with enhanced professionalism and collaboration among teachers and increased attendance, self-reliance, and improved attitudes towards learning among students.

I was not surprised by the fact that there is currently very little research on PBL and that the research that does exist tends to focus on "packaged projects" rather than teacher-initiated projects. I was most intrigued by the author's suggestions of directions for future research. For instance, he suggests that more research needs to go into the effects of PBL on domains other than subject-matter knowledge, including metacognitive skills, social skills, group process skills, multiple intelligences, and attitudes associated with independent learning. He also asks what are the differential benefits of PBL for different age groups, and what changes need to be made in the design features of a project to achieve maximum benefit for these age groups. The questions he poses are all ripe ideas for action-research projects.

Quotes:
"No matter what the educational topic, there is always need for more research. In the case of Project-Based Learning, the lack of an overarching theory or model of PBL, the paucity of research devoted to PBL methods, and the gaps in our knowledge about the relative effectiveness of teacher-initiated projects create an unusual and vulnerable situation for PBL practitioners. The Project-Based Learning movement is growing rapidly and has many strong supporters. Yet the movement is taking place at a time when a much larger and more vocal contingent is pressing, quite successfully, for more emphasis on standardized testing...Thus there is a timely need for expansion of some of the PBL research reported above, coupled with a systematic effort to build a knowledge base that will be accessible and useful to people in the field" (38).

"Lacking information on what PBL practices are most productive, evidence of PBL's relative effectiveness in comparison to other methods, and an overall framework to guide their planning and collaborations, PBL practitioners can be caught in a vulnerable position, unable to justify their practices or to sustain their work long enough to master their craft" (35-36).

"There is ample evidence that PBL is an effective method for teaching students complex processes and procedures such as planning, communication, problem solving, and decision making, although the studies that demonstrate these findings do not include comparison groups taught by competing methods" (35).