Helle Laura, TynjĂ¤lĂ¤ PĂ¤ivi & Olkinuora Erkki (2006). Â« Project-based learning in post-secondary education - theory, practice and rubber sling shots Â». Higher Education, vol. 51, nÂ° 2, mars, p. 287–314. En ligne : <http://web.ebscohost.co ... #db=ehh&AN=19551448>.
Added by: Catherine Reverdy (26 Nov 2012 16:28:02 Europe/Paris) Last edited by: Catherine Reverdy (26 Nov 2012 16:46:11 Europe/Paris)
|Resource type: Journal Article
BibTeX citation key: Helle2006a
|Categories: Apprentissages et psychologie, Enseignement supĂ©rieur
Subcategories: Apprentissage par projet
Keywords: coopĂ©ration, dĂ©veloppement cognitif, enseignement supĂ©rieur, pratique pĂ©dagogique
Creators: Helle, Olkinuora, TynjĂ¤lĂ¤
Collection: Higher Education
Views index: 56%
Popularity index: 14%
|URLs http://web.ebscoho ... db=ehh&AN=19551448|
The purpose of the study was to explore what project-based learning is, what are the pedagogical or psychological motives supporting it, how it has been implemented and what impact it has had on learning in post-secondary education. The study is based on a qualitative review of published articles. The work revealed that the majority of articles on project-based learning are course descriptions focusing on the implementation of individual courses, whereas serious research on the topic is virtually non-existent. In addition, the term project-based learning subsumes different activities with varying purposes. Therefore, practitioners and curriculum developers are encouraged to reflect upon the purpose and possibilities of project-based learning along with students and to set realistic, clear goals. Practitioners and researchers are urged to document courses even more carefully. Several issues for further research are identified.
Added by: Catherine Reverdy Last edited by: Catherine Reverdy