PBL stands for project-based learning, which is a student-centered pedagogy that incorporates an active classroom approach. The idea behind this method of teaching is that students would gain a more in-depth knowledge via the active investigation of real-world issues and obstacles. Students gain knowledge of a topic by devoting a considerable amount of time and effort to researching and providing a solution to a difficult question, obstacle, or issue.
Active learning and learning based on enquiry are both components of this kind of education. PBL stands in contrast to traditional methods of teaching such as rote memorization, which relies on written materials, or teacher-led instruction, which depicts a straightforward route to acquiring information and instead provides questions, challenges, or situations to students.
Thomas Markham (2011) provides the following explanation of what project-based learning (PBL) entails:
“PBL brings together the learning and the doing. Students not only acquire the information and components of the core curriculum, but they also put that knowledge to use by solving real-world issues and producing outcomes that really count.
Students participating in project-based learning take use of digital resources to develop high-quality results via collaborative efforts. PBL refocuses education on the student rather than the curriculum, a move that is necessitated by the global world, which honors intangible qualities such as drive, passion, creativity, empathy, and resilience. PBL refocuses education on the student rather than the curriculum. These are not things that can be learned from a book; rather, they are things that must be gained via experience.”
The following steps are described in further detail by Blumenfeld et al.: “A complete approach to education that centers on instructing students via engaging them in research is called project-based learning. Students pursue solutions to nontrivial problems within this framework by posing and refining questions, debating ideas, making predictions, designing plans and/or experiments, collecting and analyzing data, drawing conclusions, communicating their ideas and findings to others, posing new questions, and creating artifacts.
This framework also encourages students to ask new questions and create artifacts.” The authenticity of the study or its application to actual life serves as the foundation of problem-based learning. A “driving question” is presented to a group of students working together, and once they have responded to or answered the question, they are instructed to produce an artifact (or artifacts) to demonstrate what they have learned. The term “artifact” may refer to a range of different types of media, including but not limited to written works, works of art, drawings, representations in three dimensions, movies, photographs, or technologically based presentations.
A greater depth of understanding of concepts, a broader knowledge base, improved communication and interpersonal/social skills, enhanced leadership skills, increased creativity, and improved writing skills are just some of the benefits cited by proponents of project-based learning for the implementation of its strategies in the classroom. Other benefits cited include increased creativity, improved writing skills, and increased leadership skills.
One further interpretation of the term “project-based learning” refers to a mode of education in which students collaborate to find solutions to issues that are really occurring in their schools and communities. Students need to be able to draw on concepts learned in a variety of academic fields and use those concepts in a manner that is highly applicable if they are to be successful in problem-solving. The desire for learning is transformed into the promise of witnessing an extremely tangible benefit.
Features of Project-based learning;
Here are three features of engaging project-based learning activities that foster in-depth comprehension in students:
The teacher’s role changes from that of content provider to that of facilitator and project manager in PBL. Through the PBL process, students are encouraged to work independently, with the instructor giving assistance as required. Independent judgment on how to complete assignments and show mastery is fostered in the classroom. Students gain confidence in their abilities, a sense of accomplishment, and readiness for the job as a result of the PBL process.
Curriculum centered on student-led projects encourages active learning by presenting students with authentic challenges. Since real-world problems can seldom be resolved using knowledge and abilities from a single discipline, this strategy is an interdisciplinary one. In order to meet the problem or challenge offered in a project, students must do research, develop solutions, and create a final product. Students’ knowledge and abilities from a wide variety of subject areas come in handy as they work on the project.
Learning in a project-based environment is more about application than memorization. Rather of testing a student’s memorization of a single fact, PBL evaluates their ability to apply a wide range of subject matter to novel situations. The first step for students working on a project is to pose a question. Students who actively engage in inquiry use what they have learned in the classroom in meaningful ways. Solutions to the issue are created via the inquiry process. They demonstrate their understanding by making things meant to convey answers to a target audience.
In conclusion, project-based learning (PBL) is a powerful educational approach that offers numerous benefits to students and educators alike. By engaging students in real-world, hands-on projects, PBL promotes active learning, critical thinking, problem-solving, collaboration, and creativity. PBL encourages autonomy and independence, as students take ownership of their projects and make decisions throughout the process. Overall, project-based learning encourages a deeper understanding of the subject matter, cultivates a love for learning, and empowers students to become lifelong learners and active contributors to their communities.