Review of the Literature

Mount Saint Joseph High School, located in Baltimore, MD, recently underwent the Middle States re-accreditation process. One of the three goals Mount Saint Joseph decided to focus on over the next seven years involves the use of project-based learning (PBL) to enhance student achievement. However, as the faculty of Mount Saint Joseph have begun implementing the PBL approach at their school, it has become clear that there is wide disagreement on the exact meaning and implementation of PBL on the high school level. This review of literature seeks to answer the question, "What is PBL?" through an examination of the historical originals, current practices, and emerging trends relating to PBL.
What is PBL: Definition and History?
In a research article by Grant (2002), the origins and history of project-based learning are addressed. While project-based learning cannot be traced to one specific inventor or one specific time period, Grant sheds some light on the genesis of the theoretical foundations of project-based learning. As far back as 1900, people such as John Dewey have supported "learning by doing" and student-centered learning. These same ideas are also reflected in the concept of constructivism.
According to Grant (2002), constructivism was promoted by Jean Piaget and Lev Vygotsky in the 1960's and 1970's. Grant (2002) explains how, in constructivism, individuals construct knowledge through interactions with their environment, and each individual's knowledge construction is different. So, through conducting investigations, conversations or activities, an individual is learning by constructing new knowledge by building on their current knowledge. 
A 2010 article by Stephanie Bell provides a 21st century view of project based learning. According to Bell, project based learning is a "student-driven, teacher facilitated approach to learning," carried-out through four major steps (Bell, 2010). First, students select projects or real-world problems based on their individual interests, as it is believed that natural curiosity can lead to productive learning. Next, students develop specific questions related to the project or problem they have selected, and with the aid of the teacher, the students carry-out their research and answer their own questions. Finally, students are required to present their projects to a selected audience (Bell, 2010).
Challenges and Benefits of PBL
According to Savery (2006) and Vernon and Blake (1993), there are many benefits of problem-based learning in today's educational system, but certain challenges and obstacles still remain in using PBL effectively. Regardless, the accessibility of information in today's world is perhaps pushing us toward new ways of student learning.

Benefits of PBL:
From Savery (2006):

• PBL offers a curriculum that is student-centered
• PBL can be an interdisciplinary endeavor
• PBL can be used over a long period of time for sustainable learning
• PBL has been proven in some studies to have equal effects of the traditional classroom approaches, but has also produced more engaged students who are better problem solvers
• PBL produces students who can think critically, are creative, collaborative, self analyzing, and self motivated
• PBL makes students responsible for their own learning and teaches them to work with others

Vernon and Blake (1993):

• PBL was preferred by students who were surveyed about their opinions of a

          particular course.

• Students felt PBL gave them a higher quality of education in their courses
• Students attitudes and opinions about PBL were much more positive than traditional methods.
• Medical students in the PBL courses performed better on their clinical exams.

Challenges of PBL:
From Savery (2006):

• Certain studies suggest there is no way to tell whether those trained in PBL were better suited for their particular field
• Questions remain whether or not the majority of students prefer this type of learning over traditional learning in the classroom.
• Despite this lack of evidence that PBL is more effective than traditional ways of learning, it is expanding into elementary, secondary and university education.
• The adoption of PBL by different levels of education has produced misconceptions and misunderstandings of what PBL actually is and how it should be used for educational purposes.
• Research shows that schools are adopting PBL without having the support of the staff
• Properly assessing student knowledge and content in PBL is difficult
• PBL forces the teacher to adapt from the knowledge distributor to the "facilitator of learning."
• It will take educational institutions time and further proof of success to fully commit to a PBL approach.
• PBL directly opposes a method of instruction that "teaches to the test," which makes using PBL in schools that are under pressure producing good test scores difficult.

Vernon and Blake (1993):

• In one study, students in traditional teaching programs performed significantly better on their National Board Exams than those students in PBL programs. The board suggested there was a stronger correlation between student achievement and their school compared to the methodology used.
  

Practices and Trends

Since the 1970's, medical colleges have supported PBL to supplement traditional methods of teaching, such as lectures, with great success. Through surveys, Vernon and Blake (1993) found that medical students believed they received a high quality education through PBL and they also performed better in their clinical exams. While practical lab exams are not given at Mount St. Joseph High School, the PBL experience may be an important aspect of students' learning and may be linked to student success in laboratory experimentation in college. More and more colleges are implementing PBL courses which resemble group internships (Tappert & Stix, 2010). For the last 5 years, Pace University has had Information Technology (IT) teams of students work for real companies to solve their IT problems throughout their last semester of graduate school. These courses are having great success because of the numerous skills students leave college with. These include technical skills in their field of expertise, interpersonal and communication skills when working with managers and/or groups, creativity, organization, critical thinking, innovation, research skills and finally writing skills. Research has found that PBL has been effective in training institutes for instructors wanting to become tutors.  Various undergraduate programs within the schools of Arts and Sciences, Business, Education, Nursing, Pharmacy, and Mathematics have incorporated PBL into their curriculum. It has also been found in MBA programs in Chemical Engineering, Economics, and Architecture (Savery, 2006).

Conclusion:
    The literature reviews demonstrate that modern definitions of PLB vary. Based on our research there is evidence that PBL increases academic achievement, produces students who can think critically, are creative, collaborative, are motivated, and responsible learners. PBL is a trend in education that has the potential to influence student learning and achievement not only at Mount Saint Joseph High School, but with of students of all ages. 
 
References:
Bell S. (2010). Project-based learning for the 21st century: skills for the future. The Clearing House, Vol 82 (2). DOI: 10.1080/00098650903505415. Retrieved from: http://www.teacherscollegesj.org/resources/publications/PBL%20for%20the%2021%20Century.pdf

Grant, M. (2002). Getting a grip on project-based learning: Theory, cases and
recommendations. Meridian: A Middle School Computer Technologies Journal, Vol. 5 (1). Retrieved from http://www.ncsu.edu/meridian/win2002/514/project-based.pdf

Savery, John R. (2006) "Overview of Problem-based Learning: Definitions and Distinctions," Interdisciplinary Journal of Problem-based Learning: Vol. 1: Iss. 1, Article 3.

Tappert, C. C. & Stix, A. (2010). The trend toward online project-oriented capstone courses.
Computers in the Schools, 27(3), 200-220. Retrieved from http://csis.pace.edu/~ctappert/it691-10fall/projects-journal-2010.pdf

Vernon DT, Blake RL (1993). Does problem-based learning work? A meta-analysis of evaluative research. Academic medicine : journal of the Association of American Medical Colleges [1993, 68(7):550-63]. DOI: 10.1097/00001888-199307000-00015