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Barron Brigid, Schwartz Daniel L. & Vye Nancy J. et al. (1998). « Doing with understanding: Lessons from research on problem- and project-based learning ». The journal of the learning sciences, vol. 7, n° 3 & 4, p. 271–311. En ligne : <http://www.jstor.org/stable/1466789>.
Added by: Catherine Reverdy (11 Jan 2013 10:45:00 Europe/Paris) Last edited by: Catherine Reverdy (25 Feb 2013 16:58:07 Europe/Paris) |
| Resource type: Journal Article BibTeX citation key: Barron1998a  |
Categories: Apprentissages et psychologie Subcategories: Apprentissage par projet Keywords: apprentissage par projet, contexte d'apprentissage, enseignement primaire, résolution de problème, sciences Creators: Barron, Bransford, Moore, Petrosino, Schwartz, Vye, Zech Collection: The journal of the learning sciences |
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| URLs http://www.jstor.org/stable/1466789 |
| Abstract |
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A major hurdle in implementing project-based curricula is that they require simultaneous changes in curriculum, instruction, and assessment practices-changes that are often foreign to the students as well as the teachers. In this article, we share an approach to designing, implementing, and evaluating problem- and project-based curricula that has emerged from a long-term collaboration with teachers. Collectively, we have identified 4 design principles that appear to be especially important: (a) defining learning-appropriate goals that lead to deep understanding; (b) providing scaffolds such as "embedded teaching," "teaching tools," sets of "contrasting cases," and beginning with problem-based learning activities before initiating projects; (c) ensuring multiple opportunities for formative self-assessment and revision; and (d) developing social structures that promote participation and a sense of agency. We first discuss these principles individually and then describe how they have been incorporated into a single project. Finally, we discuss research findings that show positive effects on student learning and that show students' reflections on their year as 5th graders were strongly influenced by their experiences in problem- and project-based activities that followed the design principles.
Added by: Catherine Reverdy Last edited by: Catherine Reverdy |