Definitions and Uses: Case Study of Teachers Implementing Project-based Learning

Authors

Suha R. Tamim, University of MemphisFollow
Michael M. Grant, University of MemphisFollow

Abstract

The purpose of this descriptive study was to explore inservice teachers’ definitions of project based learning (PjBL) and their accounts on the meaning of their PjBL implementations. A purposive sample of six teachers from grades four through twelve in public and private schools participated. Three themes evolved from inductive analysis: (1) teachers define PjBL through its perceived advantages on learning, (2) teachers vary in their use of PjBL over the continuum of the learning process, and (3) teachers adopt student-centered approaches in PjBL. Interpretations and implications of the findings are also presented.

Recommended Citation

Tamim, S. R. , & Grant, M. M. (2013). Definitions and Uses: Case Study of Teachers Implementing Project-based Learning. Interdisciplinary Journal of Problem-Based Learning, 7(2).
Available at: https://doi.org/10.7771/1541-5015.1323