Abstract
Project-Based Learning (PBL) is defined as a “model for classroom activity that shifts away from the classroom practices of short, isolated teacher-centered lessons and instead emphasizes learning activities that are long-term, interdisciplinary, student-centered, and integrated with real-world issues and practices” (Holbrook, 2007, Internet). Additionally, PBL has been described as an “identification of suitable projects and integration into a curricular unit …” (Powers & DeWaters, 2004, p. 2). As can be seen from the above statements and the previous chapters, an essential component of PBL is the bridging of discrete subject areas into projects that address challenging questions or issues. These questions or issues drive students to encounter and struggle with the central concepts and principles of a discipline (Thomas, 2000).
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Capraro, M.M., Jones, M. (2013). Interdisciplinary Stem Project-Based Learning. In: Capraro, R.M., Capraro, M.M., Morgan, J.R. (eds) STEM Project-Based Learning. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-143-6_6
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DOI: https://doi.org/10.1007/978-94-6209-143-6_6
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