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ERIC Number: EJ1058731
Record Type: Journal
Publication Date: 2011
Pages: 33
Abstractor: As Provided
Reference Count: 76
ISSN: EISSN-1541-5015
Learning, Beliefs, and Products: Students' Perspectives with Project-Based Learning
Grant, Michael M.
Interdisciplinary Journal of Problem-based Learning, v5 n2 p37-69 Fall 2011
Project-based learning offers promise as an instructional method that affords authentic learning tasks grounded in the personal interests of learners. While previous research has presented results of learning gains, motivations, and teacher experiences, limited empirical research has presented student perspectives in project-based learning. This research sought to explore how learners created projects. A qualitative case study design was employed with five purposively selected participants from eighth grade geography at a private day school. From interviews, observations, and document collection, five themes emerged from what influenced participants' projects and what the participants learned: (1) internal influences, (2) external influences, (3) beliefs about projects, (4) tools for technology-rich environments, and (5) learning outcomes and products. The first four themes describe influences to shape the fifth theme, learning products. The term learning products was used to describe both the learning acquired by the participants and the learning artifacts the participants produced as part of the instructional unit. Implications for practice and future research are considered.
Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A