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Project-Based Learning from Constructivism Point of View

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RESEARCH ARTICLE

Copyright © 2017 American Scientific Publishers Advanced Science Letters

All rights reserved Vol. 23(8), 7904-7906, 2017
Printed in the United States of America

Project-Based Learning from Constructivism

Point of View
Nurul Farhana Jumaat1, Zaidatun Tasir1, Noor Dayana Abd Halim1, Zakiah Mohamad Ashari2
1
Department of Educational Sciences, Mathematics and Creative Multimedia,
Faculty of Education,Universiti Teknologi Malaysia, 81310 UTM Johor Baharu, Johor, Malaysia
2
Department of Educational Foundation and Social Science,
Faculty of Education,Universiti Teknologi Malaysia, 81310 UTM Johor Baharu, Johor, Malaysia

Constructivism is a learning theory that perceives learning as a process of constructing knowledge based from experience.
Issues of difficulty in translating this learning theory into a teaching and learning practice have become a debate among
educational researchers. One of the learning approaches that reflect the theory of constructivism is project-based learning or
PjBL. Terms such as “authentic learning activity” and “hands-on learning” is commonly represented as constructivist which
believes and addressed learning through rigorous, relevant and hands-on practice. This study will explore the notion of
constructivism as a learning theory in connection with PjBL and investigate the integration of constructivism in PjBL setting.
The implications of constructivism in the PjBL setting will also be discussed.

Keywords: Constructivism, Project-based learning, learning theory, learning approach, authentic learning

1. INTRODUCTION learning is an active constructive process rather than

Constructivist believes that learning is a journey of
discovering meaningful information. Constructivism can
be defined as a theory of learning in which individuals
create their own new understanding on the basis of
interaction between what they have already know and
what they come into contact1. Constructivist believes that
constructivism able to eliminate struggles of learners with
the assistance of teacher and knowledgeable others. One
of the main challenges arise from constructivist learning
is the difficulty in translating this theory into a practice of
teaching and learning. Teachers should understand and
should be trained on how to implement this learning
theory in their classroom. One of the learning approaches
that reflect the theory of constructivism is project – based
learning or PjBL.
PjBL emerge as early as in 1900s where John Dewey
and his advocacy of “learning by doing” have reflected
the theory of constructivism. Dewey2 explained that
*
Email Address: nfarhana@utm.my
1
passive absorption and it requires practice from a task.
Project-based learning acquires tasks to be hands-on
complemented by students in real-world situations, which
are authentic. Yam and Rossini3 described project based
learning as an approach that involves finding answers to
real world problem through investigations that were done
collaboratively.
It requires the students to solve problems in which the
tasks or learning activities should be authentic or realistic.
In turn, authenticity can be adapted from learning by
doing. It is essential in helping students at a
metacognitive level such as asking them further question
and elaborates answers given. This paper will discuss
further on the notion of constructivism as a learning
theory in connection with PjBL. Furthermore, the
implications of constructivism in the PjBL setting will be
elaborated further in the next subsection.
Adv. Sci. Lett. 23, 7904-7906, 2017
2. THEORY OF CONSTRUCTIVISM
The notion of constructivism was pioneered by 20th
century American psychologist, John Dewey. In particular,
Dewey2 pointed out that education depends on action: the
experience given to learners is important as it draws
meaning to them. His ideas became influential to other
researchers as the latters believed that the expanded ideas
that evolved around Theory of Constructivism explain
how learners construct their own understanding. A
project-based learning requires students to be involved in
authentic activities in which they can experience learning
by doing.
In this sense, students are no longer conceived as a
passive recipient of knowledge. Another prominent
constructivist is Jean Piaget. Piaget4 stated that we make
meaning based from experiences we encounter in life. He
added that, the foundation of constructivist approach in
education lies in which students build knowledge by
asking questions, investigating, interacting with others
and reflecting on the experiences.
Jones and Arage5 portray constructivism's
perspectives on the role of the individual. They had also
highlights on the importance of meaning-making and on
the active role of the learner as they believed it is the
element that makes the theory appealing to educators.
Educators typically aware of student’s prior knowledge,
and recognize that they are not coming with empty
vessels just waiting to be filled with knowledge. In turn,
students have a lot of prior experiences, knowledge and
beliefs that they can use in constructing new knowledge
and understandings.
3. PROJECT-BASED LEARNING
When project-based learning approach implemented
in the classroom, students gain the opportunities to
engage in a real-world problem. For example, rather than
learning to produce graphic images using computer
software from a tutorial book, student acts as a consultant
to create a commercial company logo for
commercialization. Project-based learning constructs
driven paradigm to students in which the problem could
“drive” them to the core concept of particular subject. The
project should occupy student’s constructive
investigations whereas this includes inquisition, decision-
making and resolution from the students. However,
certain degree of difficulty of project-based teaching,
whereas certain activities such as simple instructions and
practice that involve “already -learn information” are fail
to fulfill the criterion of project-based learning. Project-
based learning engages student’s autonomy in learning.
For example, they themselves are responsible towards
their choices, decision and even solutions for the problem
they faced. Realism refers to the nature of the project
whereas it should be realistic and the problems of the
topics covered should be authentic to the students.
RESEARCH ARTICLE
According to Kwok and Tan6 project works consist
of complex cognitive and also metacognitive process,
which means it requires both “hands-on” and “minds-on”
learning. They added that the complex cognitive process
is actually required in project work and it is a medium for
higher order learning as Moursund7 describe project-
based learning as an action-oriented activities and it focus
on doing something instead of learning on something. The
activity is carried out through certain period of time
whereas it will produce a product and students’
performance can be measured at the end of the session.
Integrating project based learning with computer-
simulation modeling is effective when there is thoughtful
planning and implementation8. Instructors, teachers or
content experts should identify how students can gain
knowledge from resources that is infused with technology.
On a study conducted by Eskrootchi and Oskrochi8
suggested that students can learn at their best whenever
they actively construct a knowledge that consist of
experience, interpretations and interactions with peers or
instructors using a technology as mediator.
Moreover, Tseng et al.9 studied student’s attitude
towards engaging project-based activity in learning
science, technology, engineering and mathematics in one
of the university in Taiwan. They discovered that project-
based learning environment could generate positive
attitudes among students such as enhance effectiveness
and meaningful learning and thus, persuade student’s
attitude for future careers.
4. CONSTRUCTIVISM IN PjBL SETTING
Constructivism suggests how learners can construct
knowledge based on the experience they have
encountered in life. It is based on an action and hands-on
learning experience while dealing with real-world
problem. Therefore, project-based learning (PjBL) is very
much related with this conception. PjBL tends to have
more flexible learning as it gives way for learners to
demonstrate what they know10. It gives them few
alternatives and solutions in dealing with problems they
faced. Thus, PjBL promotes active learning and student-
centered learning environment11.
In designing and delivering PjBL environment,
instructors play a crucial role. Instructors should plan
appropriate instructional strategies that incorporated with
the criteria of PjBL. Based on Dewey’s theory of
constructivism, Larmer12 suggested that a project can be
authentic in four ways, some of which may be combined
in one project:
i. The project meets real world situations beyond the
classroom setting, or the products that students
create can be used by real people. For example,
students develop a project of multimedia application
using software that can be used by others. They
produce products which they develop and design by
themselves.
ii. The project focuses on a problem, issue or topic that
2
RESEARCH ARTICLE
is relevant to learning content. For example,
instructors provide a project or task that requires
students to complete particular tasks. The main
aspect is that it must be related to the learning
content in class.
iii. The project sets up a scenario or simulation that is
realistic.
iv. The project involves tools, tasks or processes in real
settings. For instance, students explore the issues of
how to design a web-based system that could apply
users’ interactivity using an appropriate
programming language.
Recently, PjBL has increasingly been supported with
computer technologies7,13,14 and indirectly fostering
students problem solving skills in a real world setting.
Integrating technology into learning has influence
students to construct knowledge they learn with the
assistance of technology as educational tools and what is
more important is that, it made central to students’
learning process. The use of social media like Blogs and
Facebook can be a platform for the active and interactive
discussion between instructors and students.
Besides the use of technology as a learning tool,
instructors should focus in empowering learning. In PjBL
environment, instructor act as a facilitator rather than a
subject matter expert. In facilitating the students,
continuous discussion between instructor and students
play a major role. In PjBL environment, the projects are
usually complex in nature and prone to have challenging
tasks that require students to solve the problem. Therefore,
there is a need of facilitation from the instructor to assist
the students in completing complex tasks.
5. IMPLICATIONS OF CONSTRUCTIVISM IN
PjBL SETTING
One of the implications of constructivism in PjBL
setting is that, while adopting PjBL approach, instructors
should be involved in designing and developing the
instructional strategies. This include analyzing the
student’s need, analyzing the objective of the course,
planning the role of instructor and students, planning the
teaching material, preparing assessment methods to be
used and so on.
If teaching were to be approached from a
constructivist point of view and when PjBL is adopted,
the instructors is suggested to comply with the guidelines
as suggested:
i. The instructor should understand student’s prior
knowledge. While exploring new knowledge,
students usually bring along their existing
knowledge. As an instructor, it is the responsibility
to addressed
ii. The instructor facilitates the learning process so that
it helps student to obtain new knowledge and solve
complex tasks.
iii. The instructor should plan the learning materials and
assessment types to be used in teaching and learning.
3
iv. The tasks or learning activities should allow students
to work in a group and work collaboratively with
their peers.
v. The tasks or learning activities should be realistic
and authentic in nature.
Meanwhile, Moursund7 listed out several possible
advantages of project-based learning approach for
students. The advantages include, it helps learners to learn
in authentic, challenging and multi-disciplinary
environment, it allows the students to design, complete
and evaluate the task given by the instructors on a period
of time, allow the students to learn on the subject matter
of the project, allow the students to work on minimal
guidance, and finally, it enhance student’s self-confidence
and train students to become more independent.
6. CONCLUSION
From constructivist point of view, learners develop
knowledge based on the experience and from the
experience, they reflect on what they had gone through.
They are constructing knowledge based on the cognitive
processes. While constructivism is a philosophy of how
one learns, it is very crucial to have a delivery instrument
that consolidates many of the constructivist practices that
have been known to successfully help students create
knowledge. PjBL is such an instrument.
Roessingh and Chambers15 provided guiding
principles for PjBL instructional design. Among the
guideline, they suggest that the learning tasks need to be
designed in a way it requires learners to engage in more
cognitive demanding tasks. Continuous assessment and
monitoring is also challenging in PjBL setting.
Assessment for learning and learner’s reflection of
learning are also integral to PjBL. In sum, these are the
prominent factors that contribute to the successful of
translating constructivism into a teaching practice, in this
case it is done through PjBL approach.
ACKNOWLEDGMENTS
This work was supported by Universiti Teknologi
Malaysia and Malaysian Ministry of Education (Grant No.
R.J130000.7831.4F755).
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