Twenty-eighth International Conference on Learning

Abstract

Project-Based Learning (PBL) is a pedagogical approach in which students work for an extended period of time to investigate and respond to an authentic, complex question, problem, or challenge. Previous research suggests that PBL is a promising approach to learning, however, researchers and practitioners still do not fully understand how implementation is perceived among key stakeholders, including people who run schools. This qualitative study uses six focus-group conversations with administrators and first-grade teachers from practicing US-based PBL schools in order to understand attitudes concerning the conceptualization and implementation of PBL. Authenticity, engagement, choice, and intellectual challenge and accomplishment emerged as key features when considering conceptualizations of PBL, and external supports, time, and alignment of a project-based curriculum were central in discussion concerning implementation. Collaboration was one theme that was presented when describing both the implementation and conceptualization of PBL. These results are consistent with what has been highlighted in much of the previous literature regarding the benefits and challenges of PBL implementation and demonstrates what supports need to be provided in order for practitioners to be supported to successfully implement PBL. Understanding more about these perspectives provides more nuance regarding how practitioners are defining what they think constitutes PBL, what is perceived as important in successfully implementing PBL, how students benefit from the use of PBL, and why some schools elect to use PBL curricula while others do not. Considerations of these findings and future directions for research and education of PBL are discussed.