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Project-based learning (PBL) is considered an alternative to paper-based, rote memorization, or to teacher-led classrooms. Proponents of project-based learning cite numerous benefits to the implementation of its strategies in the classroom - including a greater depth of understanding of concepts, broader knowledge base, improved communication and interpersonal/social skills, enhanced leadership skills, increased creativity, and improved writing skills. Another definition of project-based learning includes a type of instruction, where students work together to solve real-world problems in their schools and communities. Successful problem-solving often requires students to draw on lessons from several disciplines and apply them in a very practical way. The promise of seeing a very real impact becomes the motivation for learning. John Dewey initially promoted the idea of "learning by doing". In ''My Pedagogical Creed'' (1897) Dewey enumerated his beliefs regarding education: "The teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these.......I believe, therefore, in the so-called expressive or constructive activities as the centre of correlation." 〔John Dewey, Education and Experience, 1938/1997. New York. Touchstone.〕(Dewey, 1897) Educational research has advanced this idea of teaching and learning into a methodology known as "project-based learning". Blumenfeld & Krajcik (2006)〔Sawyer, R. K. (2006) The Cambridge Handbook of the Learning Sciences. New York: Cambridge University Press.〕 cite studies by Marx ''et al.'', 2004, Rivet & Krajcki, 2004 and William & Linn, 2003 state that "research has demonstrated that students in project-based learning classrooms get higher scores than students in traditional classroom". Markham (2011) describes project-based learning (PBL) thus: "PBL integrates knowing and doing. Students learn knowledge and elements of the core curriculum, but also apply what they know to solve authentic problems and produce results that matter. PBL students take advantage of digital tools to produce high quality, collaborative products. PBL refocuses education on the student, not the curriculum--a shift mandated by the global world, which rewards intangible assets such as drive, passion, creativity, empathy, and resiliency. These cannot be taught out of a textbook, but must be activated through experience." 〔Markham, T. (2011). Project Based Learning. Teacher Librarian, 39(2), 38-42.〕 Project-based learning has been associated with the "situated learning" perspective of James G. Greeno (2006) 〔Greeno, J. G. (2006). Learning in activity. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 79-96). New York: Cambridge University Press.〕 and with the constructivist theories of Jean Piaget. Blumenfeld ''et al.'' elaborate on the processes of PBL: "Project-based learning is a comprehensive perspective focused on teaching by engaging students in investigation. Within this framework, students pursue solutions to nontrivial problems by asking 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, asking new questions, and creating artifacts."〔Blumenfeld et al 1991, EDUCATIONAL PSYCHOLOGIST, 26(3&4) 369-398 "Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning." Phyllis C. Blumenfeld, Elliot Soloway, Ronald W. Marx, Joseph S. Krajcik, Mark Guzdial, and Annemarie Palincsar.〕(Blumenfeld, et al., 1991) The basis of PBL lies in the authenticity or real-life application of the research. Students working as a team are given a "driving question" to respond to or answer, then directed to create an artifact (or artifacts) to present their gained knowledge. Artifacts may include a variety of media such as writings, art, drawings, three-dimensional representations, videos, photography, or technology-based presentations. Project-based learning is not without its opponents; in ''Peer Evaluation in Blended Team Project-Based Learning: What Do Students Find Important?'' Hye-Jung & Cheolil (2012) describe "social loafing" as a negative aspect of collaborative learning. Social loafing may include insufficient performances by some team members as well as a lowering of expected standards of performance by the group as a whole to maintain congeniality amongst members. These authors said that because teachers tend to grade the finished product only, the social dynamics of the assignment may escape the teacher's notice.〔 Hye-Jung Lee1, h., & Cheolil Lim1, c. (2012). Peer Evaluation in Blended Team Project-Based Learning: What Do Students Find Important?. Journal Of Educational Technology & Society, 15(4), 214-224.〕 ==Structure== Project-based learning emphasizes learning activities that are long-term, interdisciplinary and student-centered. Unlike traditional, teacher-led classroom activities, students often must organize their own work and manage their own time in a project-based class. Project-based instruction differs from traditional inquiry by its emphasis on students' collaborative or individual artifact construction to represent what is being learned. Project-based learning also gives students the opportunity to explore problems and challenges that have real-world applications, increasing the possibility of long-term retention of skills and concepts. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Project-based learning」の詳細全文を読む スポンサード リンク
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