Definitions Of Project-Based Learning

Project-based learning (PjBL) is associated with the constructivist theories of Jean Piaget (Vartiainen, 2010; Hogue et al., 2011; Stefanou et al., 2013). According to Piaget’s Work, children come to understand the world by undergoing several stages of development and do so by being actively engaged with their environments. As a result, educators then have used Piaget’s work as the basis for creating discovery-based curricula according to which students learn by doing (Harris, 2014). Furthermore, constructivism is a learning theory that received broad support that rests on the idea that students build their own knowledge in the context of their own experience (Wilson, 1996). In addition, Frank (2003) states that constructivism is a theory concerning

According to Thomas (2000), a project-based learning (PjBL) is the teaching and learning method that organizes learning process around projects. Similarly, the Project-based learning is defined as an instructional approach that requires teachers and students to work collaboratively to solve authentic problems guided by a driving question and often making use of technology for research and the presentation of project findings. (Harris: 2015:1).

Project Based Learning PjBL is also defined as a process of learning through the practical application of theoretical knowledge (Wurdinger et al., 2007). Certainly a teaching and learning process needs practice activities to apply what have been mastered from the theory. Hence, the project-based learning taps into students’ interests by allowing them to create projects that result in meaningful learning experiences. Moreover, the teaching and learning process in the classroom is relatively insufficient to accommodate the students’ needs. Additionally, project based learning (PjBL) is recognized for reducing absenteeism owing to students’ active involvement in stimulating projects (Kolmos,