Title

Project Based Learning and Invitations: A Comparison

Document Type

Article

Publication Date

2015

Publication Source

Journal of Curriculum Theorizing

Volume

30

Issue

3

Inclusive pages

63-73

Peer Reviewed

yes

Abstract

This paper compares two learning approaches: project-based learning (PBL) and invitations. It begins with a discussion of the definitions of project-based learning and invitations as well as their theoretical bases. Then, these two approaches are compared in the following aspects: inquiry question, scope of inquiry, purpose of inquiry, critical thinking versus critical literacy, and action orientation. Although project-based learning and invitations share some features of inquiry-based learning, it is important to know their distinction, which has significant pedagogical implications. This paper aims to contribute to a better understanding of project-based learning and invitations, their interrelationships, and their applications in the classroom.

Keywords

project-based learning, invitation, critical literacy, inquiry-based learning

Disciplines

Education | Language and Literacy Education

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