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      The problem of projects: understanding the theoretical underpinnings of project-led PBL

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      London Review of Education

      IOE Press

      PROJECT-BASED, PROBLEM-BASED, LEARNING, PROJECT, PRACTICE, COMMUNITIES

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          Abstract

          For many years there has been a sharp division between project-based learning, and problem-based learning, with the former adopting a more technical rationalist approach while the latter adopts a more Socratic or dialogic approach. This article argues that current notions of project-based learning are too narrow and that combining the two approaches will improve student engagement and criticality. This article begins by outlining the key differences between project-based, and problem-based learning, suggesting a new constellation. It then provides an exemplar in the form of a case study that sought to undertake such a combination, and reports on implications for practice.

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          Journal
          10430
          London Review of Education
          IOE Press
          1474-8460
          01 March 2013
          : 11
          : 1
          : 7-19
          Article
          1474-8460(20130301)11:1L.7;1- s2.phd /ioep/clre/2013/00000011/00000001/art00002
          10.1080/14748460.2012.761816
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          London Review of Education
          Volume 11, Issue 1

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