Project Based Learning: A Systematic Literature Review (2015-2022)

Authors

  • David Ruiz Hidalgo Universidad de Burgos
  • Delfín Ortega-Sánchez Universidad de Burgos

Keywords:

PBL, Preschool Education, Primary Education, Secondary Education, Systematic Review, Methodology, Learning

Abstract

Project Based Learning (PBL) generates interdisciplinary teaching contexts in which competency-based learning processes take precedence. PBL favours the development of students’ cognitive, linguistic and social skills, and encourages active participation, motivation and creativity. However, research on PBL acquires differential nuances in its implementation at different educational levels. This descriptive and inferential study aims at analysing didactic research published from 2015 to 2022, according to PRISMA guidelines. The results obtained report an outstanding Spanish presence in the areas of natural sciences. The results suggest a greater curricular extension of this active methodology and its attention in initial teacher training.

References

Azer, S. A. (2003). Assessment in a Problem-Based Learning Course: Twelve Tips for Constructing Multiple Choice Questions That Test Students’ Cognitive Skills. Biochemistry and Molecular Biology Education, 31(6), 428–434. https://doi.org/10.1002/bmb.2003.494031060288

Ballesteros, M. de la M., y Moral, A. (2014). Uso de programas de simulación para promover la pedagogía activa en la docencia universitaria. IJERI: International Journal of Educational Research and Innovation, 1, 87–98. https://acortar.link/M5nOuO

Barrows, H. S. (1992). The Tutorial Process. Southern Illinois University School of Medicine.

Bligh, D. A. (1972). What’s the Use of Lectures? Penguin.

Bridges, E, M. (1992). Problem based learning for administrators. ERIC Clearing house on Educational Management.

Casan-Pitarch, R. (2015). Project work in CLIL: A bibliographical review. Latin American Journal of Content and Language Integrated Learning, 8(2), 212–236. https://doi.org/10.5294/laclil.2015.8.2.7

Chen, C. H., y Yang, Y. C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71-81. https://doi.org/10.1016/j.edurev.2018.11.001

Gijbels, D., Dochy, F., Vanden Bossche, P., y Segers, N. (2005). Effect of problem based learning: A meta-analysis from the angle of assessment. Review of Educational Research, 75, 27–61. https://doi.org/10.3102/00346543075001027

Greeno, J. G., A. M. Collins, y L. B. Resnick. (1996). Cognition and Learning. En D. C. Berliner y R. C. Calfe (Eds.), Educational Psychology (pp. 15–46). MacMillan.

Ferrero M, Vadillo M. A., y León S. P. (2021). Is project-based learning effective among kindergarten and elementary students? A systematic review. PLoS ONE 16(4), e0249627. https://doi.org/10.1371/journal.pone.0249627

Gras-Velá zquez, A. (2020). Project-based learning in second language acquisition: Building communities of practice in higher education. Routledge. https://doi.org/10.4324/9780429457432

Herron, J. H., y Major, C. H. (2004). Community college leaders attitudes problem based learning as a method for teaching leadership. Community College Journal of Research and Practice, 28(10), 805–821. https://doi.org/10.1080/10668920390276984

Higgins, J. P. T., y Green, S. (2008). Cochrane Handbook for Systematic Reviews of Interventions. Cochrane Collaboration & Wiley.

Ja ̈rvenoja, H., y Ja ̈rvela ̈, S. (2005). How students describe the sources of their emotional and motivational experiences during the learning process: A qualitative approach. Learning and Instruction, 15(5), 465–480.https://doi.org/10.1016/j.learninstruc.2005.07.012

Ja ̈rvenoja, H., y Ja ̈rvela ̈, S. (2009). Emotion control in collaborative learning situations: Do students regulate emotions evoked by social challenges? British Journal of Educational Psychology, 79(3), 463–481. https://doi.org/10.1348/000709909X402811

Johnston, C. G., James, R. H., Lye, J. N., y McDonald, I. M. (2000). An evaluation of collaborative problem solving for learning economics. The Journal of Economic Education, 31(1), 13-29. https://doi.org/10.2307/1183337

Larmer, J., Mergendoller, J. R., y Boss, S. (2015). Setting the standard for project based learning: A proven approach to rigorous classroom instruction. ASCD.

Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P. A.,... Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: explanation and elaboration. PLoS Med, 6(7), 1-28. https://doi.org/10.1371/journal.pmed.1000100

Maudsley, G. (1999). Do we all mean the same thing by “problem-based learning”? A review of the concepts and a formulation of the ground rules. Acad Med, 74, 178-185. shorturl.at/mLP45

Mettas, A. C., y Constantinou, C. C. (2007). The technology fair: a project-based learning approach for enhancing problem solving skills and interest in design and technology education. International Journal of Technology and Design Education, 18, 79-100. https://link.springer.com/article/10.1007/s10798-006-9011-3

Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., y The PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA Statement. PLoS Med, 6(7), 1-6. https://doi.org/10.1371/journal.pmed.1000100

Moraga, R., y Rahn, R. (2009). Studying Knowledge Retention through Cooperative Learning in an Operations Research Course. Journal of Engineering Education, 92(1), 7-25. shorturl.at/gyGK8

Naví o, A. (2005). Propuestas conceptuales en torno a la competencia profesional. Revista de Educación, 337, 213-234.shorturl.at/puLP0

Ortiz-Revilla, J., Greca, I. M., y Adúriz-Bravo, A. (2021). Conceptualización de las competencias: Revisión sistemática de su investigación en Educación Primaria. Profesorado, Revista de Currículum y Formación del Profesorado, 25(1), 223-250. https://doi.org/10.30827/profesorado.v25i1.8304

Pérez M., Romero, M., y Romeu, T. (2014). Collaborative Construction of a Project as a Methodology for Acquiring Digital Competences. Comunicar, 42, 15-24. https://doi.org/10.3916/C42-2014-01

Petrosino, A. (2004). Integrating curriculum instruction and assessment in project based instruction: A case study of an experienced teacher. Journal of Science Education and Technology, 13, 447–460. shorturl.at/ptGM0

Pozuelos, F. J. (2007). Trabajo por proyectos en el aula: descripción, investigación y experiencias. Ediciones MCEP - Cooperación Educativa.

Restrepo-Gómez, B. (2005). Aprendizaje basado en problemas (ABP): una innovació n didá ctica para la enseñ anza universitaria. Educación y Educadores, 8, 9-19. https://bit.ly/3v4OCrX

Sá nchez, R., y Pavó n, V. (2021). Students’ perceptions on the use of Project-Based Learning in CLIL: Learning outputs and psycho affective considerations. Latin American Journal of Content & Language Integrated Learning, 14(1), 69–98. https://doi.org/10.5294/laclil.2021.14.1.3

Savery, J. R., y T. M. Duffy. (1995). Problem Based Learning: An İnstructional Model and İts Constructivist Framework. Educational Technology, 35(5), 31–38. shorturl.at/mxHU0

Silver, E. A. (1994). On mathematical problem posing. Forthe Learning of Mathematics, 14(1), 19–28. shorturl.at/agoKN

Stoller, F. (2006). Establishing a theoretical foundation for project-based learning in second and foreign language contexts. En G. H. Beckett y P. C. Miller (Eds.), Project-based second and foreign language education: Past, present, and future (pp. 19–40). Information Age Publishing.

Tarhan, L., y B. Acar. (2007). Problem-Based Learning in an Eleventh Grade Chemistry Class: ‘Factors Affecting Cell Potential’. Research in Science and Technological Education, 25(3), 351–369. shorturl.at/glmK0

Thomas, J. W. (2000). A review of research on project-based learning: Autodesk Foundation. https://bit.ly/3yYwaSS

Vallina, I., y Pérez, E. (2020). El aprendizaje basado en proyectos y las tecnologías de la información y la comunicación dentro de un centro escolar. Un estudio de caso. EDMETIC, Revista de Educación Mediática y TIC, 9(2), 116-136. https://doi.org/10.21071/edmetic.v9i2.12018

Valls, S. (2016). La enseñanza basada en el aprendizaje digital por proyectos. Estudio de caso. (Tesis doctoral. Facultad de Educación. Universidad Nacional de Educación a Distancia) Repositorio institucional UN. https://acortar.link/J9vhS0

Woods, D. (1985). Problem-Based Learning and Problem-Solving. En D. Boud (Eds.), Problem-Based Learning in Education for the Professions (pp 19–42). HERDSA.

Referencias de los estudios seleccionados

Aslan, S. A., y Duruhan, K. (2021). The effect of virtual learning environments designed according to problem-based learning approach to students’ success, problem-solving skills, and motivations. Education and Information Technologies, 26(2), 2253–2283. https://doi.org/10.1007/s10639-020-10354-6

Ayyildiz, Y., y Tarhan, L. (2018). Problem-based learning in teaching chemistry: enthalpy changes in systems. Research in Science and Technological Education, 36(1), 35–54. https://doi.org/10.1080/02635143.2017.1366898

Batlolona, J. R., Diantoro, M., Wartono, y Latifah, E. (2019). Creative thinking skills students in physics on solid material elasticity. Journal of Turkish Science Education, 16(1), 48–61. https://doi.org/10.12973/tused.10265a

Drljača, M. D. (2020). Constructivist learning theory and logopedagogy in arts education. Croatian Journal of Education, 22(special edition 1), 181–202. https://doi.org/10.15516/cje.v22i0.3850

García, M., y Sotos Serrano, M. (2021). Regeneración forestal tras un incendio: complejidad y protocolos en una aproximación STEM transversal. Revista Eureka sobre la Enseñanza. Divulgación de las Ciencias, 18(1),1201. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2021.v18.i1.1201

Guzmán, N. Y., Muñoz, A., y García, E. M. (2020). Tejiendo interculturalidad en una escuela para todos. Foro Educacional, 35–62. https://doi.org/10.29344/07180772.35.2649

Holmes, V. L., y Hwang, Y. (2016). Exploring the effects of project-based learning in secondary mathematics education. Journal of Educational Research, 109(5), 449–463. https://doi.org/10.1080/00220671.2014.979911

Hurtado, M., y Salvatierra, Á. (2020). Aplicación del Aprendizaje Basado en Problemas (ABP) de John Barell en la comprensión literal. Revista Educación, 64–75. https://doi.org/10.15517/revedu.v44i2.38256

Isa, Z. C., y Azid, N. (2021). Embracing TVET education: The effectiveness of project based learning on secondary school students’ achievement. International Journal of Evaluation and Research in Education, 10(3), 1072–1079. https://doi.org/10.11591/IJERE.V10I3.21392

Lee, D., Huh, Y., y Reigeluth, C. M. (2015). Collaboration, intragroup conflict, and social skills in project-based learning. Instructional Science, 43(5), 561–590. https://doi.org/10.1007/s11251-015-9348-7

Leiva, F. (2016). ABP como estrategia para desarrollar el pensamiento lógico matemático en alumnos de educación secundaria. Sophía, 2(21), 209. https://doi.org/10.17163/soph.n21.2016.09

Lu, S. Y., Wu, C. L., y Huang, Y. M. (2022). Evaluation of Disabled STEAM-Students’ Education Learning Outcomes and Creativity under the UN Sustainable Development Goal: Project-Based Learning Oriented STEAM Curriculum with Micro:bit. Sustainability (Switzerland), 14(2). https://doi.org/10.3390/su14020679

Magraner, B., y Valero, G. B. (2015). Aprendizaje por proyectos a través de la obra del músico Vicente Peydró: la convergencia de las artes. https://riucv.ucv.es/handle/20.500.12466/1664

Micó, E., y Bernal, C. (2020). Evaluative research on teaching innovation with simulators in the area of Technology in Compulsory Secondary Education. IJERI: International Journal of Educational Research and Innovation, 14, 134–146. https://doi.org/10.46661/ijeri.4855

Mudiono, A., Agustina, R. T., y Sutansi (2020). The Effectiveness of Integrated Thematic Learning Model Using Project Based Learning in Elementary School. Asian EFL Journal Research Articles, 27(2.2), 53-67. https://bit.ly/3ojyVJS

Perico-Granados, N. R., Umba, M., Tovar, C., y Reyes C. A. (2020). Proyectos educativos para estudiantes de educación básica en Colombia: Estrategia de aprendizaje en matemáticas». Revista Venezolana de Gerencia, 25(92), 1741-57. https://doi.org/10.37960/rvg.v25i92.34292.

Ramírez, V., Padial, R., Torres, B. Chinchilla, J. L., y Cepero, M. (2018). The moderating effect of a pbl-based physical activity program on primary students’ digital competence. Journal of Sport and Health Research, 10(3), 361-371 https://www.researchgate.net/publication/327916368

Rillero, P., Thibault, M., Merritt, J., y Jimenez-Silva, M. (2018). Bears in a boat: Science content and language development through a problem-based learning experience. Science Activities, 55(1-2), 28-33. https://doi.org/10.1080/00368121.2017.1406323

Sánchez, R., y Pavón, V. (2021). Students’ Perceptions on the Use of Project-Based Learning in CLIL: Learning Outputs and Psycho-Affective Considerations. Latin American Journal of Content & Language Integrated Learning, 14(1), 69–98. https://doi.org/10.5294/laclil.2021.14.1.3

Shafaei, A., y Rahim, H. A. (2015). Does project-based learning enhance Iranian EFL learners’ vocabulary recall and retention? Iranian Journal of Language Teaching Research, 3(2), 83-89. https://files.eric.ed.gov/fulltext/EJ1127235.pdf

Sultana, M., y Zaki, S. (2015). Proposing Project Based Learning as an alternative to traditional ELT pedagogy at public colleges in Pakistan. International Journal for Lesson and Learning Studies, 4(2), 155–173. https://doi.org/10.1108/IJLLS-09-2013-0049

Tsybulsky, D., y Oz, A. (2019). From Frustration to Insights: Experiences, Attitudes, and Pedagogical Practices of Preservice Science Teachers Implementing PBL in Elementary School. Journal of Science Teacher Education, 30(3), 259–279. https://doi.org/10.1080/1046560X.2018.1559560

Published

2022-12-20

Issue

Section

Research Articles (Special Issue)