Project-Based Learning in the Primary School Classroom

Maher, D; Yoo, J

Project-Based Learning in the Primary School Classroom

Maher, D

Yoo, J

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Publisher:: Nova Science
Publication Type:: Chapter
Citation:: Progress in Education, 2017, 43 pp. 105 - 120
Issue Date:: 2017

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Field	Value	Language
dc.contributor.author	Maher, D https://orcid.org/0000-0002-3566-0805	en_US
dc.contributor.author	Yoo, J https://orcid.org/0000-0002-1654-3304	en_US
dc.date.issued	2017	en_US
dc.identifier.citation	Progress in Education, 2017, 43 pp. 105 - 120	en_US
dc.identifier.isbn	978-1-53610-561-2	en_US
dc.identifier.uri	http://hdl.handle.net/10453/74220
dc.description.abstract	Project-based learning (PBL) is increasingly being adopted as an effective approach to learning in primary schools as teachers realise how authentic and challenging learning experiences enable higher levels of engagement and self-directed learning. Supporting learning through a PBL approach in schools requires rethinking a number of aspects which includes the types of experiences students are exposed to, the process of learning and the output of such learning. The role of assessment as well as student feedback and self-assessment are important features of PBL. This approach further draws on the input of ‘experts’ who support students to explore real-life problems or challenges. Enveloping these experiences is the use of educational technology and how this can enhance the learning process. This chapter explores how PBL can be successfully incorporated into the primary school classroom drawing on existing literature and from research undertaken by the authors.	en_US
dc.publisher	Nova Science	en_US
dc.relation.ispartof	Progress in Education	en_US
dc.title	Project-Based Learning in the Primary School Classroom	en_US
dc.type	Chapter
utslib.citation.volume	43	en_US
utslib.location	USA	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access
pubs.declined	2017-01-16T10:41:36.987+1100
pubs.consider-herdc	true	en_US
pubs.place-of-publication	USA	en_US
pubs.publication-status	Published	en_US
pubs.volume	43	en_US

Abstract:

Project-based learning (PBL) is increasingly being adopted as an effective approach to learning in primary schools as teachers realise how authentic and challenging learning experiences enable higher levels of engagement and self-directed learning. Supporting learning through a PBL approach in schools requires rethinking a number of aspects which includes the types of experiences students are exposed to, the process of learning and the output of such learning. The role of assessment as well as student feedback and self-assessment are important features of PBL. This approach further draws on the input of ‘experts’ who support students to explore real-life problems or challenges. Enveloping these experiences is the use of educational technology and how this can enhance the learning process. This chapter explores how PBL can be successfully incorporated into the primary school classroom drawing on existing literature and from research undertaken by the authors.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/72264