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In this article of vanessa vega  published the project based learning research review by December 3 , 2012 ,she point out that what are the questions or problem of the student has when they are doing the project.And how they salve the problems.

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Studies have proven that when implemented well, project-based learning (PBL) can increase retention of content and improve students' attitudes towards learning, among other benefits. Edutopia's PBL research review explores the vast body of research on the topic and helps make sense of the results. In this series of five articles, learn how researchers define project-based learning, review some of the possible learning outcomes, get our recommendations of evidence-based components for successful PBL, learn about best practices across disciplines, find tips for avoiding pitfalls when implementing PBL programs, and dig in to a comprehensive annotated bibliography with links to all the studies and reports cited in these pages.

What is Project-Based Learning?

Project-based learning hails from a tradition of pedagogy which asserts that students learn best by experiencing and solving real-world problems. According to researchers ( Barron & Darling-Hammond, 2008; Thomas, 2000), project-based learning essentially involves the following:

students learning knowledge to tackle realistic problems as they would be solved in the real world

increased student control over his or her learning

teachers serving as coaches and facilitators of inquiry and reflection

students (usually, but not always) working in pairs or groups

Teachers can create real-world problem-solving situations by designing questions and tasks that correspond to two different frameworks of inquiry-based teaching: Problem-based learning, which tackles a problem but doesn't necessarily include a student project, and project-based learning, which involves a complex task and some form of student presentation, and/or creating an actual product or artifact.

These inquiry-based teaching methods engage students in creating, questioning, and revising knowledge, while developing their skills in critical thinking, collaboration, communication, reasoning, synthesis, and resilience (Barron & Darling-Hammond, 2008). Although these methods of inquiry-based teaching differ slightly, for simplicity they're combined in these pages and referred to as project-based learning or PBL.

Learning Outcomes

Studies comparing learning outcomes for students taught via project-based learning versus traditional instruction show that when implemented well, PBL increases long-term retention of content, helps students perform as well as or better than traditional learners in high-stakes tests, improves problem-solving and collaboration skills, and improves students' attitudes towards learning ( Strobel & van Barneveld, 2009; Walker & Leary, 2009). PBL can also provide an effective model for whole-school reform ( National Clearinghouse for Comprehensive School Reform, 2004; Newmann & Wehlage, 1995).

A 2016 MDRC/Lucas Education Research literature review found that the design principles most commonly used in PBL align well with the goals of preparing students for deeper learning, higher-level thinking skills, and intra/interpersonal skills ( Condliffe et al., 2016).

Keys to Project-Based Learning Success

Researchers have identified several components that are critical to successful PBL (Barron & Darling-Hammond, 2008; Ertmer & Simons, 2005; Mergendoller & Thomas, 2005; Hung, 2008). While project-based learning has been criticized in the past for not being rigorous enough, the following features will greatly improve the chances of a project's success:

1. A realistic problem or project

aligns with students' skills and interests

requires learning clearly defined content and skills (e.g. using rubrics, or exemplars from local professionals and students)

2. Structured group work

groups of three to four students, with diverse skill levels and interdependent roles

team rewards

individual accountability, based on student growth

3. Multi-faceted assessment

multiple opportunities for students to receive feedback and revise their work (e.g., benchmarks, reflective activities)

multiple learning outcomes (e.g., problem-solving, content, collaboration)

presentations that encourage participation and signal social value (e.g. exhibitions, portfolios, performances, reports)

4. Participation in a professional learning network

collaborating and reflecting upon PBL experiences in the classroom with colleagues

courses in inquiry-based teaching methods

You will find much greater detail on these four key components, along with step-by-step instructions on how to put them into place, in the next section.
Continue to the next section of the PBL research review, Evidence-Based Components of Success.

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Studies have proven that when implemented well, project-based learning (PBL) can increase retention of content and improve students' attitudes towards learning, among other benefits. Edutopia's PBL research review explores the vast body of research on the topic and helps make sense of the results.

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Inquiry based learning versus project based learning: what’s the difference?

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Inquiry based learning versus project based learning: what’s the difference?

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In this article point out what is the different between inquiry based learning and project based learning.Inquiry Based Learning is often used in scientific subjects, where there’s likely to be a definitive answer for students to reach, often through a process of elimination, testing and trial and error. However it can equally be applied to any subject.

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Learning through discovery has always been fundamental to education. The best answers are, of course, those that students uncover for themselves, rather than those they memorise from others.

These days, certain labels are often applied to this kind of learning, including 'Inquiry Based' and 'Project Based'. While these are relatively recent, the underlying principles are much older.

Indeed some in education feel the labels are more or less the same thing, and find distinguishing between them hard to pin down.

So for this week's blog, we take a look at what those differences are - in order to help teachers get the very best from both.
What is Inquiry Based Learning?
Rather than presenting known facts or a ready-made solution, this educational technique always begins instead with questions, problems and challenges.

As a teacher, your role is to pose the initial question to your students, then facilitate them in discovering answers. Ideally - and in order to meet the true definition of Inquiry Based Learning - that process involves them asking further questions.

Inquiry Based Learning is often used in scientific subjects, where there's likely to be a definitive answer for students to reach, often through a process of elimination, testing and trial and error. However it can equally be applied to any subject.
What is Project Based Learning?
While this technique also begins with a challenge or question, its remit tends to be wider.

If Inquiry Based Learning is about discovering an answer, Project Based Learning is about exploring an answer.

The aim here is that students gain and develop their knowledge and skills through working extensively to investigate and respond in detail to an issue that's engaging and complex, rather than clear-cut. For that reason, Project Based Learning is often used with literature, social and historical topics. It's also - in terms of outputs - a great opportunity for your students to create visual or multimedia material.
What do the two have in common?
Sometimes it's important to step back from defining the nuances between the two, and remember the key thing that they share. Both are about emphasizing the teaching and learning process, not just the content and the knowledge.

Using either or both of these methods will help your students to become independent thinkers, who can gather information on their own, question and interpret it, and then form their own evidence-based conclusions. In the modern knowledge-based world in which we now live, life skills such as these have arguably never been more valuable.

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Inquiry based learning versus project based learning: what's the difference?

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Learning through discovery has always been fundamental to education. The best answers are, of course, those that students uncover for themselves, rather than those they memorise from others. These days, certain labels are often applied to this kind of learning, including 'Inquiry Based' and 'Project Based'.

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Seven Essentials for Project-Based Learning

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Seven Essentials for Project-Based Learning

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In this article shows that how the project based learning works in the school program,and how the student finished their works .

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As Ms. McIntyre walked around her high school science classroom, she plopped a packet of papers on each student's desk and announced a "project." Each student would create a poster about a water-borne bacterium that can be harmful to humans, the bacterium's effects, and disease prevention and treatment. The handouts included an assignment sheet with due dates and grading policy, a guide for designing the poster, and a list of websites and books. The teacher would display the best posters.

Sound familiar? When you were in school, did you make posters, dioramas, and models of buildings or volcanoes? If you are a teacher, have you asked students to research a topic and present information with PowerPoint slides? These are all-too-common examples of the kind of meaning-lite assignments that teachers bill as projects. A classroom filled with student posters may suggest that students have engaged in meaningful learning. But it is the process of students' learning and the depth of their cognitive engagement-rather than the resulting product-that distinguishes projects from busywork.

A project is meaningful if it fulfills two criteria. First, students must perceive the work as personally meaningful, as a task that matters and that they want to do well. Second, a meaningful project fulfills an educational purpose. Well-designed and well-implemented project-based learning is meaningful in both ways.

As educators with the Buck Institute for Education, we provide professional development to help schools set up a sustained program of in-depth project-based learning throughout a district, network, or state. In our work with teachers, we have identified seven essential elements of meaningful projects. Let's look at each element by considering what the fictional Ms. McIntyre could have done to create a meaningful project instead of handing out prepared packets.

Imagine that on the first day of the infectious disease unit, Ms. McIntyre showed a video depicting a beautiful beach, which ended with a shot of a sign reading, "Beach Closed: Contaminated Water." Suppose watching this video led to a lively (and sometimes disgusting) discussion in which students shared their experiences with suspicious water quality, discussed times when beaches had been closed and why, and talked about how much pollution bothered them. The teacher could then introduce the project by telling students that they would be learning more about ocean pollution and proposing actions to combat it.

Teachers can powerfully activate students' need to know content by launching a project with an "entry event" that engages interest and initiates questioning. An entry event can be almost anything: a video, a lively discussion, a guest speaker, a field trip, or a piece of mock correspondence that sets up a scenario. In contrast, announcing a project by distributing a packet of papers is likely to turn students off; it looks like a prelude to busywork.

Many students find schoolwork meaningless because they don't perceive a need to know what they're being taught. They are unmotivated by a teacher's suggestion that they should learn something because they'll need it later in life, for the next course, or simply because "it's going to be on the test." With a compelling student project, the reason for learning relevant material becomes clear: I need to know this to meet the challenge I've accepted.

After the discussion about beach pollution, Ms. McIntyre led students in brainstorming possible solutions, such as enacting laws, designing better waste-treatment systems, and raising public awareness about the need to reduce contaminants. Students created a driving question to focus their efforts, focusing on a specific local area: How can we reduce the number of days Foster's Beach is closed because of poor water quality?

A good driving question captures the heart of the project in clear, compelling language, which gives students a sense of purpose and challenge. The question should be provocative, open-ended, complex, and linked to the core of what you want students to learn. It could be abstract (When is war justified?); concrete (Is our water safe to drink?); or focused on solving a problem (How can we improve this website so that more young people will use it?).

A project without a driving question is like an essay without a thesis. Without a thesis statement, a reader might be able to pick out the main point a writer is trying to make; but with a thesis statement, the main point is unmistakable. Without a driving question, students may not understand why they are undertaking a project. They know that the series of assigned activities has some connection with a time period, a place, or a concept. But if you asked, "What is the point of all these activities?" they might only be able to offer, "Because we're making a poster."

Once her students' interest was piqued by a challenging question, Ms. McIntyre explained the requirements for the "Don't Close the Beach" project, which included an individually written paper, an oral presentation of students' work accompanied by media technology, and a product of students' choice created by teams. Students chose to develop media kits, public service announcements, web pages, brochures, and letters to government and industry officials, among other products.

This element of project-based learning is key. In terms of making a project feel meaningful to students, the more voice and choice, the better. However, teachers should design projects with the extent of student choice that fits their own style and students.

On the limited-choice end of the scale, learners can select what topic to study within a general driving question or choose how to design, create, and present products. As a middle ground, teachers might provide a limited menu of options for creative products to prevent students from becoming overwhelmed by choices. On the "the more, the better" end of the scale, students can decide what products they will create, what resources they will use, and how they will structure their time. Students could even choose a project's topic and driving question.

Once Ms. McIntyre's students had decided on actions that would help them respond to their driving question, they got to work. Collaboration was central to the project. Students formed teams of three or four and began planning what tasks they would do and how they would work together.

As they worked, each team regularly paused to review how well they were collaborating and communicating, using rubrics they had developed with the teacher's guidance. To boost collaboration skills, Ms. McIntyre used role-playing and team-building activities. She showed students how to use time and task organizers. They practiced oral presentation skills and learned to produce videos and podcasts. In writing journals, students reflected on their thinking and problem-solving processes, which they knew they would need to explain in their oral presentation.

A project should give students opportunities to build such 21st century skills as collaboration, communication, critical thinking, and the use of technology, which will serve them well in the workplace and life. This exposure to authentic skills meets the second criterion for meaningful work-an important purpose. A teacher in a project-based learning environment explicitly teaches and assesses these skills and provides frequent opportunities for students to assess themselves.

After their discussion about encounters with pollution, in addition to choosing a driving question, Ms. McIntyre's students as a whole class generated a list of more detailed questions about diseases, bacteria and their effects, and sources of water contamination. Questions included, What diseases can you get from water? Do you have to drink it to get sick? and Where do bacteria come from? The teams fine-tuned their questions and discussed how to find answers from the teacher, books, articles, websites, experts, and visits to Foster's Beach.

As these learners found answers, they raised and investigated new questions. Students synthesized the information they gathered and used it both to inform their individually written papers on the driving question and to help create their team's product related to that question.

Students find project work more meaningful if they conduct real inquiry, which does not mean finding information in books or websites and pasting it onto a poster. In real inquiry, students follow a trail that begins with their own questions, leads to a search for resources and the discovery of answers, and often ultimately leads to generating new questions, testing ideas, and drawing their own conclusions. With real inquiry comes innovation-a new answer to a driving question, a new product, or an individually generated solution to a problem. The teacher does not ask students to simply reproduce teacher- or textbook-provided information in a pretty format.

To guide students in real inquiry, refer students to the list of questions they generated after the entry event. Coach them to add to this list as they discover new insights. The classroom culture should value questioning, hypothesizing, and openness to new ideas and perspectives.

As they developed their ideas and products, student teams critiqued one another's work, referring to rubrics and exemplars. Ms. McIntyre checked research notes, reviewed rough drafts and plans, and met with teams to monitor their progress.

Formalizing a process for feedback and revision during a project makes learning meaningful because it emphasizes that creating high-quality products and performances is an important purpose of the endeavor. Students need to learn that most people's first attempts don't result in high quality and that revision is a frequent feature of real-world work.

In addition to providing direct feedback, the teacher should coach students in using rubrics or other sets of criteria to critique one another's work. Teachers can arrange for experts or adult mentors to provide feedback, which is especially meaningful to students because of the source.

In Ms. McIntyre's class, teams presented their analyses of water contamination issues and proposals for addressing the problem at an exhibition night. The invited audience included parents, peers, and representatives of community, business, and government organizations. Students answered questions and reflected on how they completed the project, next steps they might take, and what they gained in terms of knowledge and skills-and pride.

Schoolwork is more meaningful when it's not done only for the teacher or the test. When students present their work to a real audience, they care more about its quality. Once again, it's "the more, the better" when it comes to authenticity. Students might replicate the kinds of tasks done by professionals-but even better, they might create real products that people outside school use.

The hypothetical project described here was inspired by a real project, "Media Saves the Beach," carried out by students at High Tech High in San Diego, California. In this real-life project, students worked alongside established local groups to advocate cleaner seashores. Several government agencies eventually came through with funding for water monitoring at local beaches.

In truth, one of the products students created was a poster. What made that poster different from the meaning-lite one Ms. McIntyre assigned? The High Tech High students chose to do their poster because it was an effective way to communicate their message at Exhibition Night-and the team stood nearby to explain it. To create the poster, students engaged in an extended process of inquiry, critique, and revision. They learned important things in the process. In short, even a poster can be meaning-heavy if it's part of a project embodying the seven essential elements of project-based learning.

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Seven Essentials for Project-Based Learning

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Some "projects" border on busywork. Others involve meaningful inquiry that engages students' minds.

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In this article of why project based learning, reported that the PBL is an effective and enjoyable way to learn - and develop deeper learning competencies required for success in college, career, and civic life.

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Impact on students

PBL blends content mastery, meaningful work, and personal connection to create powerful learning experiences, in terms of both academic achievement and students' personal growth.

PBL can be transformative for students, especially those furthest from educational opportunity. Now more than ever, we need young people who are ready, willing, and able to tackle the challenges of their lives and the world they will inherit - and nothing prepares them better than Project Based Learning.

Here are just some of the ways that PBL transforms students' educational experiences:

- Engaged hearts and minds

Students actively engage with PBL projects that provide real-world relevance for learning. Students can solve problems that are important to them and their communities.

- Deeper learning

PBL leads to deeper understanding and greater retention of content knowledge. Students are better able to apply what they know to new situations.

- Exposure to adults and careers

Students interact with adults, businesses and organizations, and their community, and can develop career interests.

- A sense of purpose

A great project can be transformative for students. Seeing a real-world impact gives them a sense of agency and purpose.

- Success skills

Students gain skills valuable in today's workplace and in life, such as how to take initiative, work responsibly, solve problems, collaborate in teams, and communicate ideas.

- Rewarding teacher relationships

Teachers work closely with active, engaged students doing meaningful work, and share in the rediscovered joy of learning.

- Creativity and technology

Students enjoy using a spectrum of technology tools from research and collaboration through product creation and presentation.
See Stories of PBL Success

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PBL blends content mastery, meaningful work, and personal connection to create powerful learning experiences, in terms of both academic achievement and students' personal growth. PBL can be transformative for students, especially those furthest from educational opportunity.

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In this article published that the key knowledge, Understanding, and Success Skills  is the mean things of the website, the project is focused on student learning goals, including standards-based content and skills such as critical thinking/problem solving, collaboration, and self-management.

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Project Based Learning (PBL) is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects.