Research
The Research Base for Project-Based Learning
The roots of project-based learning extend to the early work of educator and philosopher John Dewey who argued that learners develop personal investment and knowledge they can use when they engage in real, meaningful tasks that emulate what experts do in real-world situations. Over the past two decades, learning sciences researchers have confirmed and refined Dewey's early ideas. Drawing on this research, learning scientists developed new approaches to instruction with the goal of increasing students' engagement and helping them develop meaningful understanding. One such approach is project-based learning. Research that shows that, for students to develop an enduring understanding, knowing and doing cannot be separated. Through project work, students engage in real-world activities similar to those of professional scientists and develop integrated, deep knowledge that will allow them to draw on their understanding.
Evidence also shows that social interactions play a central role in the learning process. PBL leverages this in part through collaboration, allowing students to develop their problem-solving, decision-making, and investigative skills through supporting one another. Students can develop their understanding of scientific principles and ideas through sharing, using, and debating ideas with others. In doing so, students realize that they can synthesize knowledge, and that knowledge from their schools, homes, and local environments are valuable in making sense of the world.
The Research Base for ML-PBL
ML-PBL researchers carefully measured the effects of ML-PBL implementation by designing a cluster randomized trial of the Grade 3 ML-PBL science units in Michigan. The study included 23 treatment schools and 23 control schools with 2,019 students. We randomized and balanced treatment and control schools based on state administrative data. The treatment consisted of the ML-PBL program, while the control condition received professional development on the NGSS only and continued science "business-as-usual." The schools represent different regions of the state and over sample low income and minority students.
To measure the impact we completed observations, videos, interviews, assessments and social and emotional learning surveys. Following the guidelines of the What Works Clearinghouse (IES, 2017), we administered a summative assessment using items developed by the State of Michigan that aligned with the Next Generation Science Standards for 3rd grade. Standard statistical procedures show a positive substantial main effect for the treatment. Students in ML-PBL classrooms received test scores significantly higher than those in control classrooms with the main effect not differing by socioeconomic status, race or gender. Students in the treatment group also showed significant positive changes with respect to growth in social and emotional learning, in ownership, self-responsibility and collaboration.