ABSTRACT
Project-based learning (PBL) has its roots in education theory of the early twentieth century. PBL draws on social constructivist theory in which a learner constructs learning by working and interacting with others. Learning occurs through active participation that typically involves concrete and meaningful work. PBL can be related to a trio of constructivist theories social, psychological, and radical depending on the nature of the learning activity. PBL is an innovation that exemplifies what a solid research base means. Similarly, the empirical research is substantial, both for the study of theory and for the evaluation of programs. In a quasi-experimental research design, 64 teachers were randomly assigned to either a treatment group, in which they received PBL training, or a comparison group. Rather than being specifically studied, PBL was the content used by White and Frederiksen to study the impact of reflective practice. The effect of reflective strategies on PBL was the focus of this quasi-experimental study.
