ABSTRACT
Project-based learning is distinguished from other student-centred, constructivist approaches to teaching because it culminates in a product or presentation. While there is great variety in the methods or models for developing project-based units, they typically share a number of characteristics including the presence of inquiry, curricular integration, and being designed around real-world problems or issues. Project-based learning has a rich history, and although it has gone through eras where it was less popular, it demonstrates great promise to meet the demands of education in the twenty-first century. Implementing project-based learning has a number of benefits academically and socially, yet there are challenges to successful implementation. These challenges can be difficult to overcome, but it is possible, and the results make it worth the effort.
