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19 - Project-Based Learning

Published online by Cambridge University Press:  05 June 2012

By
Joseph S. Krajcik  and
Phyllis C. Blumenfeld
Edited by
R. Keith Sawyer
Joseph S. Krajcik
Affiliation:
University of Michigan
Phyllis C. Blumenfeld
Affiliation:
University of Michigan
R. Keith Sawyer
Affiliation:
Washington University, St Louis
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Summary

Any teacher or parent can tell you that many students are bored in school. But many of them tend to assume that boredom is not a problem with the best students, and that if students tried harder or learned better they wouldn't be bored. In the 1980s and 1990s, education researchers increasingly realized that when students are bored and unengaged, they are less likely to learn (Blumenfeld et al., 1991). Studies of student experience found that almost all students are bored in school, even the ones who score well on standardized tests (Csikszentmihalyi, Rathunde, & Whalen, 1993). By about 1990, it became obvious to education researchers that the problem wasn't the fault of the students; there was something wrong with the structure of schooling. If we could find a way to engage students in their learning, to restructure the classroom so that students would be motivated to learn, that would be a dramatic change.

Also by about 1990, new assessments of college students had shown that the knowledge they acquired in high school remained at a superficial level. Even the best-scoring students, those at the top colleges, often had not acquired a deeper conceptual understanding of material – whether in science, literature, or math (Gardner, 1991). Educators still face these critical problems today.

Type
Chapter
Information
The Cambridge Handbook of the Learning Sciences , pp. 317 - 334
Publisher: Cambridge University Press
Print publication year: 2005

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