Doing with Understanding: Lessons from Research on Problem- and Project-Based Learning

@article{Barron1998DoingWU,
  title={Doing with Understanding: Lessons from Research on Problem- and Project-Based Learning},
  author={Brigid Barron and Daniel L. Schwartz and Nancy Vye and Allison L. Moore and Anthony J. Petrosino and Linda K. Zech and John D. Bransford},
  journal={The Journal of the Learning Sciences},
  year={1998},
  volume={7},
  pages={271-311}
}
A major hurdle in implementing project-based curricula is that they require simultaneous changes in curriculum, instruction, and assessment practices-changes that are often foreign to the students as well as the teachers. [] Key Method Collectively, we have identified 4 design principles that appear to be especially important: (a) defining learning-appropriate goals that lead to deep understanding; (b) providing scaffolds such as "embedded teaching," "teaching tools," sets of "contrasting cases," and…
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