Making the case for project‐based learning: An examination of research evidence translation and mobilisation in education

Abstract

Evidence about how to translate and mobilise research evidence for use in schools remains quite limited. The present study sought to address this gap by leveraging an opportunity to examine such processes. In February 2021, Edutopia (a large US‐based, practice‐focused educational intermediary organisation) hosted a large virtual event, with 6526 participants, to communicate/highlight just‐released findings from four large‐scale, funded causal studies into the efficacy of project‐based learning and to encourage educators to adopt this practice. Examining this event, this primarily qualitative study addressed one main research question: How were research evidence and other forms of evidence used to justify and motivate the adoption of project‐based learning in schools? This study also drew upon secondary data to examine certain self‐reported impacts. This study applied a two‐layered analytic frame to broadly examine the selling and gelling of educational research evidence and other forms of evidence, and to uncover if/how five main factors of innovation adoption were addressed. Findings provided detail and analysis along each of these dimensions and, further, revealed certain apparent tensions associated with making the case for project‐based learning—for example, some instances of possible research ‘over‐selling’, and a focus on answering certain questions that could not be addressed solely via research evidence, necessitating a reliance on other evidence sources. Survey/summary results suggested participants were strongly convinced of this innovation's positive impacts and were eager to discuss it further with colleagues, though given data limitations we were unable to discern the extent/ways participants’ subsequent practices subsequently shifted.

Special issue: Evidence into policy and practice

“…Another way of presenting research evidence to users is via a bespoke user conference. Malin and Rind (2022) looked at the outcomes of a large conference for 6256 teachers in the USA. The session presented evidence on the efficacy of project-based learning for student attainment at secondary school level.…”

Learning history through project-based learning

“…The aim was to prepare Bruneian students for a globalised society and this was translated through the implementation of the national educational system, known in Malay as "Sistem Pendidikan Negara Abad ke-21" or the National Education System for the 21st Century, in short, SPN21. The strategy called the need for students to be equipped with 21st century skills such as 'technological literacy skills, critical thinking skills and problemsolving skills' that are deemed valuable in the techno-centric world today [3]. Being equipped with these skills will ensure the success in the assimilation of the younger Brunei generations into the rapidly-changing and competitive labour workforce of the near future [2]- [4].…”

“…17, No. 1, February 2023: 67-75 68 emphasised that SBA would act as a platform in ensuring that there was an increase 'in the application, analysis and evaluation of student involvement in practical work, projects, presentations and learning activities' that would not only provide students with knowledge and understanding of the subject but would also provide them with necessary skills that would gear them towards higher order thinking and to obtain 'quality-oriented education' [3], [5]- [7]. A shift in the teaching paradigm thus brings about the transformation of the teacher's role from the provider of knowledge to that of a facilitator who would provide guidance to the students in their learning [3], [7], [8].…”

“…For instance, in order for students to overcome the problems that they will encounter during the investigation phase, the collaborative aspect of PBL allows students to not only work together to come up with a solution but they could also make use of the technological tools to work on the problems together. These skills are vital for the survival of students in the globalised techno-centric society [1], [3], [7]. In relation to the purpose of this study, the following research question had been formulated to help with the research: To what extent did the use of PBL help improve students' content knowledge of Brunei history?…”

Exploring students’ perspectives on using live streaming on Facebook as project-based learning in Indonesian EFL classes

“…Indeed, flexibility and lack of agreement on what PBL is may have some advantages, such as allowing for greater teacher creativity and possibly increasing PBL's trialability to enhance students' confidence in speaking skills. However, this adaptability makes making research-based generalizations about the effectiveness of this type of instruction more difficult (Malin & Rind, 2022). The primary purpose of the PBL instructional model is to encourage students to speak and to enhance students' confidence in speaking skills.…”