Project Based Learning and Invitations: A Comparison
Journal of Curriculum Theorizing
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.
project-based learning, invitation, critical literacy, inquiry-based learning
Education | Language and Literacy Education
Cheu-jey Lee (2015).
Project Based Learning and Invitations: A Comparison. Journal of Curriculum Theorizing.30 (3), 63-73.