Abstract / Synopsis
In this paper, I raise an issue often neglected in Project Based Learning (PBL) literature. What academic benefits, if any, does the teacher or the student gain by adopting PBL pedagogy in college? I argue that PBL by its structure yields little academic benefits for the teacher or the students, and this could affect motivation as well. I present some examples from my personal teaching experience in mathematics. And thus, as I explain, a more “traditional” project-based approach could be better for both teacher and students.
Michael Aristidou, "Project Based Learning: Are There Any Academic Benefits for the Teacher or Students?," Journal of Humanistic Mathematics, Volume 10 Issue 1 (January 2020), pages 458-471. DOI: 10.5642/jhummath.202001.25. Available at: https://scholarship.claremont.edu/jhm/vol10/iss1/25