Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning

Phyllis C. Blumenfeld; Elliot Soloway; Ronald W. Marx; Joseph S. Krajcik; Mark Guzdial; Annemarie Palincsar

doi:10.1080/00461520.1991.9653139

Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning

Phyllis C. Blumenfeld
, Elliot Soloway
, Ronald W. Marx
, Joseph S. Krajcik
, Mark Guzdial
, Annemarie Palincsar

Research output: Contribution to journal › Article › peer-review

2416 Scopus citations

Abstract

Project-based learning is a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems. In this article, we present an argument for why projects have the potential to help people learn; indicate factors in project design that affect motivation and thought; examine difficulties that students and teachers may encounter with projects; and describe how technology can support students and teachers as they work on projects, so that motivation and thought are sustained.

Original language	English (US)
Pages (from-to)	369-398
Number of pages	30
Journal	Educational Psychologist
Volume	26
Issue number	3-4
DOIs	https://doi.org/10.1080/00461520.1991.9653139
State	Published - Jun 1 1991
Externally published	Yes

ASJC Scopus subject areas

Developmental and Educational Psychology

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10.1080/00461520.1991.9653139

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Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning

Abstract

ASJC Scopus subject areas

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