Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning

Blumenfeld, Phyllis C.; Soloway, Elliot; Marx, Ronald W.; Krajcik, Joseph; Guzdial, Mark; Palincsar, Annemarie Sullivan

doi:10.1080/00461520.1991.9653139

Cited by 1,778 publications

(956 citation statements)

References 45 publications

Supporting

Mentioning

830

Contrasting

Unclassified

115

Order By: Relevance

“…In design settings, in particular, PBL often merges with project-based learning, where the focus is on completing a project that results in the creation of an artifact (Barron et al, 1998;Blumenfeld et al, 1991;Hong, 2007). PBL is often adapted into capstone design courses in the senior year where learning outcomes typically include the ability to synthesize prior knowledge, master new concepts, and enhance technical and professional skills (Pembridge & Paretti, 2010).…”

Section: Introductionmentioning

confidence: 99%

The Effects of a Collaborative Problem-based Learning Experience on Students’ Motivation in Engineering Capstone Courses

Jones¹,

Epler²,

Mokri³

et al. 2013

Interdisciplinary Journal of Problem-Based Learning

109

View full text Add to dashboard Cite

We identified and examined how the instructional elements of problem-based learning capstone engineering courses affected students' motivation to engage in the courses. We employed a two-phase, sequential, explanatory, mixed methods research design. For the quantitative phase, 47 undergraduate students at a large public university completed a questionnaire that measured the components of the MUSIC Model of Academic Motivation (Jones, 2009): empowerment, usefulness, success, situational interest, individual interest, academic caring, and personal caring. For the qualitative phase that followed, 10 students answered questions related to the MUSIC components. We identified several instructional elements that led to motivating opportunities that affected students' motivation to engage in the courses. We discuss how these motivating opportunities can foster or hinder students' engagement and provide implications for instruction.

show abstract

Section: Introductionmentioning

confidence: 99%

The Effects of a Collaborative Problem-based Learning Experience on Students’ Motivation in Engineering Capstone Courses

Jones¹,

Epler²,

Mokri³

et al. 2013

Interdisciplinary Journal of Problem-Based Learning

109

View full text Add to dashboard Cite

show abstract

“…Task completion and the resulting finished product are important; however, students are more likely to be motivated for lifelong learning if they perceive the value in the learning process that takes place as they complete the task or product in question (Blumenfeld et al, 1991;Krajcik & Blumenfeld, 1994). By allowing students to reflect upon their learning process and to actually reassess what they have experienced, students in this study personally (re)conceptualized relevant meaning from their own experiences both as part of the collaborative group and as individuals (Dewey, 1933).…”

Section: Discussionmentioning

confidence: 99%

“…Though the end result is important, many researchers (Blumenfeld et al, 1991;Grant, 2011;Krajcik et al, 1994;Tamim & Grant, 2013) discuss the importance of assessing a variety of learning products in order to properly assess the critical thinking that takes place over the course of PjBL experiences. English and Kitsantas (2013) suggested that the use of formative reflective prompts can positively impact self-regulated learning through "encouraging autonomy and providing an explicit place for reflection at multiple points in a project" (p. 142), which are often documented as written journal entries.…”

Section: The Importance Of Assessing Reflection During Pjbl Experiencesmentioning

confidence: 99%

mentioning

confidence: 99%

“…Similarly, Blumenfeld et al (1991) situate PjBL as a comprehensive instructional approach that can motivate "children to think about what they are doing, not just focus on getting it done" (p. 369). Citing empirical research that explores goal orientations in PjBL learning contexts, Blumenfeld et al (1991) highlighted that when students adopt the notion that "learning is perceived and valued as an end in of itself " (p. 370), they are more likely to be motivated to learn and will engage in higher levels of cognitive and metacognitive stimulation. Despite the growing use of PjBL in K-12 educational environments, many researchers (Belland, French, & Ertmer, 2009;Catapano & Gray, 2015;English & Kitsantas, 2013;Krajcik et al, 1994;Tamim & Grant, 2013) acknowledge the pedagogical difficulties educators could potentially encounter as they implement PjBL, such as measuring learning outcomes over the course of the PjBL learning experience.…”

mentioning

confidence: 99%

See 2 more Smart Citations

(Re)Counting Meaningful Learning Experiences: Using Student-Created Reflective Videos to Make Invisible Learning Visible During PjBL Experiences

Smith¹

2015

Interdisciplinary Journal of Problem-Based Learning

View full text Add to dashboard Cite

Elements of a community of learners in a middle school science classroom

1999

Self Cite

View full text Add to dashboard Cite

The idea of a learning community has gained attention as a desirable environment that could provide opportunities for students to engage in solving problems in collaboration with peers. However, definitions of a community of learners are varied, vague, and not well-developed. The goal of the research described in this study is to examine the nature of a middle school science classroom during the development of a community of learners by focusing on the teacher-student interactions and the connections made by students with people outside the classroom. The first investigator served as both teacher and researcher in this study. The teacher used a project-based approach that allowed learners to find solutions to authentic problems or questions generated by the students. Students used a process of inquiry and collaboration to find these solutions. An analytical framework developed from the literature consisted of the following components: authentic tasks; interdependency in small group work; negotiation of understanding; public sharing; collaboration with experts; and responsibility for shared learning and teaching. The framework was used to analyze the multiple data sources, including videotapes, interviews, a teacher's journal, and electronic correspondence. Eight major themes emerged from the analysis. These themes included: (1) tasks connected to real-world questions generated more collaborative interactions than topic-bound tasks; (2) collaborative interactions in groups increased when tasks were student-initiated; (3) providing instructional support for students contributed to group decision making; (4) group productivity increased when students gained ownership; (5) student dialogue centered on the procedural aspects of the activity when completing teacher-designed activities; (6) when public sharing centered on discussions of their own experiences, students were more cognitively engaged; (7) interactions with outside resource people increased students' investment in the project; and (8) when students worked in teams answering their own questions, they took responsibility for learning and teaching. The findings of this study point to three important factors that influenced the learning community in this middle school classroom: (1) the importance of the driving question in contributing to the authentic nature of the investigations; (2) the importance of the teacher's role in supporting students in collaborating with peers and Correspondence to: B. A. Crawford; e-mail: bac21@psu.edu people outside the classroom; and (3) the extended time required for teams to develop collaborative relationships. The role of the teacher appears critical in transforming the roles of students and teacher in creating a community of learners. ᭧ 1999 John Wiley & Sons, Inc. Sci Ed 83:701-723, 1999

show abstract

Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning

Cited by 1,778 publications

References 45 publications

The Effects of a Collaborative Problem-based Learning Experience on Students’ Motivation in Engineering Capstone Courses

The Effects of a Collaborative Problem-based Learning Experience on Students’ Motivation in Engineering Capstone Courses

(Re)Counting Meaningful Learning Experiences: Using Student-Created Reflective Videos to Make Invisible Learning Visible During PjBL Experiences

Elements of a community of learners in a middle school science classroom

Contact Info

Product

Resources

About