A process that fosters learners’ engagement in studying authentic problems or issues centred on a particular project, theme, or idea. Often the term ‘project-based’ is used interchangeably with ‘problembased’, especially when classroom projects focus on solving authentic problems. The nexus for the project may be suggested by a teacher, but the planning and execution of contingent activities are predominantly conducted by learners working individually and cooperatively over many days, weeks, or even months. This process is inquiry-based, outcome-oriented, and associated with conducting the curriculum in real-world contexts rather than focusing on a curriculum that is relegated to textbooks or rote learning and memorization. Assessment is commonly performancebased, flexible, varied, and continuous. (Adapted from: Kridel 2010).
See also ‘
Problem-based learning’.
