Project and Problem Based Learning: A Comparison

 

Introduction

Project based learning (PjBL) and Problem based learning (PBL) are centered on solving a problem. While PBL could take a problem from any space, PjBL almost always is centered on a real-life problem (Mills etc, 2003). They may sound different but have overlaps and hence are confused by some as same strategy. Both of them however engage a child in trying to build an independent design that leads to solving a real-life problem. Hence an exploration of Project based learning (PjBL) and Problem based learning (PBL) as teaching strategies would be viable in such a space. They are gaining popularity in modern education, but the usefulness is still debated in giving students autonomy and independence of their learning process. This paper will try to reach a consensus for the same.

Relevance of Sources

This is desktop research; hence the most important part is the resources. My resources are differentiated into scholarly articles or research-based documents from sites such as ‘researchgate’, respected websites such as ‘edutopia’ and books by authors such as ‘Schunk’. I have taken the research-based articles for their validity, respected web resources have inputs from teachers a lot and a book always encapsulate ideas in a deep manner and hence is always helpful to have.

Problem and Project-based learning.

I tried to keep the two, Project based learning (PjBL) and Problem based learning (PBL), separate but I felt that for the purpose of this paper, a simultaneous explanation and comparison would work best as there are so many overlaps. (IBL, PBL, and PJBL, what's the difference, n.d.) explains PBL as a pedagogy that “calls for students to solve an authentic real-world problem through investigation. It encourages students to experience a learning process where they investigate, test, discover, and repeat when necessary in order to find a viable solution”. PjBL is also centered on solving a real life problem, but it runs for a longer timeframe and requires building of a tangible and differentiated product. Differentiation of product leads to giving students more autonomy. Hence we can also say that PBL is a subset of PjBl for completing any type of project that also involves solving a format. Both are also active learning strategies covering 21^st century skills as the students work together to find a solution. For example, students could be solving a problem of building structure for a playground for kids in a locality. The problem is building the structure of the playground. The project could be an actual prototype developed and building of the playground under the supervision of the students involved. So though PBL and PjBL have overlaps, PjBL certainly covers more of the skills needed for living (Larmer, 2015).

Both these techniques are powerful student centered techniques, as a great number of physical, mental and emotional abilities are used in solving problems as well as devising a prototype for the same (Newman, 2005). They give the learners enough space to construct their knowledge (Constructivism as a Paradigm for Teaching and Learning, 2004) as they experience and reflect while going through the work at their own pace. The students take ownership of their work and relationships and thereby grow holistically.

While PBL and PjBL help students create a cognitive model of the problem and solve it, the teacher must ensure that the problem should provide ample stimulation for an inquiry and also integration of multiple subjects (Newman, 2005). For example, a company needed to change the design of a vehicle to reduce pollution. Students were given the problem to help the company that was facing issues under Corporate Social Responsibility. The students were given all the information and a budget too. As they worked on the problem in groups, they used the knowledge from engineering design, math calculations and blueprints using technology. They collaborated, designed prototypes, reached out to the teacher when needed and worked out a timeline for them. An assessment rubric was given for continuous self check and reflections. At the end of the 3 weeks, designs poured in!

PBL and PjBL may sound like the best possible thing for the students but on the other hand, they require a lot from teachers i.e., (a) be facilitators and be mentors while students are involved in self-directed learning, (b) deal with their personal biases and give students space to be independent, (c) knowledge about the problem being explored by the students or access to information to support the students and (d) having assessment capacities that use a rubric for continuous assessment covering both aptitude and attitude to work. Teacher training would be imperative here and that could be a blocker for the schools. Add to that is the educator’s responsibility to ensure proper curriculum coverage, and that leads to resistance among the teachers. 

Conclusion

Several Education philosophers like Dewey, Piaget, and Vygotsky supported experiential learning (Schunk, 2012) for the benefits are many, however the difficulties are also many! Learners need autonomy but teachers also need training and administrators need some flexibility in the curriculum quantum. Like skills involve learning how to design solutions to problems, but there is also a curriculum to finish and parents to face.

This desktop research agrees that the techniques under consideration are effective yet they should run parallel to changes in teacher training and school curriculum systems. Having them force fit won’t work as the teachers and systems would only rebel. Let us change all layers of the system and classrooms would change automatically!

 References

Constructivism as a Paradigm for Teaching and Learning. (2004). THIRTEEN - New York Public Media. http://www.thirteen.org/edonline/concept2class/constructivism/

IBL, PBL, and PJBL, what's the difference? (n.d.). Retrieved from Kimberlin Education: Education. http://kimberlineducation.com/ibl-pbl-and-pjbl-whats-the-difference/

Larmer, J. (2015, July 13). Project-based learning vs. problem-based learning vs. X-BL. Retrieved from Edutopia: https://www.edutopia.org/blog/pbl-vs-pbl-vs-xbl-john-larmer.

Mills, J. E., & Treagust, D. F. (2003). Engineering education—Is problem-based or project-based learning the answer? Australasian Journal of Engineering Education, 3(2), 2-16. https://www.researchgate.net/profile/Nathan_Scott2/publication/238670687_AUSTRALASIAN_JOURNAL_OF_ENGINEERING_EDUCATION_Co-Editors/links/0deec53a08c7553c37000000.pdf

Newman, M. J. (2005). Problem-based learning: An introduction and overview of the key features of the approach. Journal Veterinary, 32(1), 12-20. Retrieved from https://www.researchgate.net/publication/7902006_Problem_Based_Learning_An_introd uction_and_overview_of_the_key_features_of_the_approach

Schunk, D. H. (2012). Learning theories: An educative perspective. Boston, MA: Pearson.