Enquiry and Project Based Learning: Students, School and Society
- Submitting institution
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University of Newcastle upon Tyne
- Unit of assessment
- 23 - Education
- Output identifier
- 249777-78254-1279
- Type
- B - Edited book
- DOI
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-
- Publisher
- Routledge
- ISBN
- 9781138790155
- Open access status
- -
- Month of publication
- April
- Year of publication
- 2017
- URL
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- Supplementary information
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- Request cross-referral to
- -
- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
- -
- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- No
- Number of additional authors
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0
- Research group(s)
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A - Centre for Learning and Teaching
- Proposed double-weighted
- Yes
- Double-weighted statement
- This book is a synthesis of work over more than 5 years of author research projects and personal inquiry, relating to the need for, implementation of and effects of PBL. It has a strong conceptual core in the first four chapters written by the author, followed by 5 chapters on aspects of implementation and effects, all but one written by practitioners. All but one of these chapters were carefully scaffolded by the author so that the theoretical aspects in Ch 1-4 were strongly linked to the implementation chapters to ensure coherence and exemplification.
- Reserve for an output with double weighting
- No
- Additional information
- This edited book is a synthesis of substantive work over more than 5 years of research projects and personal inquiry by David Leat, relating to the need for, implementation of and effects of Enquiry and Project Based Learning (EPBL). EPBL is education that is driven by curiosity, questions and problem solving, with the capacity to produce results that are equal to or better than standard outcomes. This book provides a critical examination of EBL and PBL by exploring a wide range of international exemplars and considering the benefits, barriers and contradictions generated by the efforts of teachers and schools. It has a very strong conceptual core in the first four chapters which are written solely by the author, Professor David Leat: Chapter 1: Why we need enquiry and project based learning, Chapter 2: Understanding enquiry, Chapter 3: Assessment of learning outcomes in EBPL and chapter 4: Enquiry and project based learning: students, school and society through a socio-cultural lens. This is then followed by 5 chapters on aspects of implementation and effects, all but one written by practitioners, but carefully scaffolded by David Leat so that the theoretical aspects in Chapters 1-4 are strongly linked to the implementation chapters to ensure coherence and exemplification. The final concluding chapter is jointly authored (but led) by David Leat and focuses on community curriculum making and EBPL. Enquiry and Project Based Learning offers analytical frameworks and practical guidance for students, teachers and all those interested in enquiry based learning, as well as presenting a balanced, purposeful and motivating alternative to mainstream educational practice.
- Author contribution statement
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- Non-English
- No
- English abstract
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