Krauss and Boss (2013, 14) consider project-based learning (PjBL) from the perspective of the inquiring human-mind and state that in PjBL “curiosity is the engine for learning” and add that “students who are accustomed to project-based learning aren’t afraid to ask questions—and keep asking until they arrive at answers that make sense to them”.
Krauss and Boss (2013, 15) cite Tokuhama-Espinosa (2010), who published a ground-breaking work on the new trans-disciplinary academic field ‘Mind, Brain, and Education Science’ that has grown out of the intersection of neuroscience, education, and psychology. Krauss and Boss (2013, 15) report that “Tracey Tokuhama-Espinosa synthesises more than 4,500 studies from this emerging field to offer five key concepts shown in the left column of Table 2.1” below. Krauss and Boss (2013) state that these five concepts are relevant to PjBL.
Krauss, J. and Boss, S. 2013. Thinking through project-based learning, guiding deeper inquiry. Thausand Oaks, Ca: Corwin (Sage).
Tokuhama-Espinosa, T. 2010. Mind, brain, and education science: a comprehensive guide to the new brain-based teaching. New York, NY: W.W. Norton
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