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Des projets pour mieux apprendre ?

Abstract : Project-based learning first emerged in the 1920s as part of a broader trend toward active learning and engagement. With the increased emphasis on project-based approaches in society generally, there has been a resurgence of interest in project-based learning over the past three decades. The aim of project-based learning is to promote student engagement in learning. Today, schools offer a range of different types of projects, including extracurricular educational projects (outside school), pedagogical projects (a key component of the teacher-student relationship), school projects (aimed at bringing together local actors and designed to provide the basis for pedagogical projects) and training projects (related to students’ career choices). This study focuses primarily on pedagogical projects, a common component of learning and development in educational contexts related to the world of work (i.e. vocational education, technical education or higher education) but involving different approaches in different subjects. The core assumption of project-based learning is that students should be actively involved in developing their own projects. In other words, students must taken an active role in finding collective solutions to the challenges posed by projects, but they also need to develop their own strategies as part of a gradual learning process in addition to taking ownership of their personal and professional development. What is the impact of project-based approaches on learning? And how can we address the challenges posed by the use of active methods in class, at a whole-school level or in relation to subject-specific content? To answer these questions, this study examines the practice of project-based learning and reviews recent research on the role of teachers in organizing and structuring projects and in supporting students in their projects.
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Contributor : Catherine Reverdy Connect in order to contact the contributor
Submitted on : Wednesday, December 6, 2017 - 2:49:30 PM
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  • HAL Id : hal-01657236, version 1



Catherine Reverdy. Des projets pour mieux apprendre ?. Dossier de veille de l'IFÉ, 2013, ⟨hal-01657236⟩



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