1. One of the most significant challenges to the successful implementation of inquiry approaches is the skills and knowledge of the teachers engaging in this alternative form of teaching and learning.
2.
- I. In a study done the results showed students who engaged in project-based learning have a significant increase in scores on critical-thinking tests, as well as increased confidence in their learning (1998).
- II. A comparative study done by Boaler found that students who participated in project-based learning did better on the conceptual problems presented in the National Exam. More students in the project-based school passed the National Exam, than those in a traditional school. (Boaler 1997).
- III. In a third study done on project-based learning, the students gained a broader knowledge of multi-media projects (Penuel, Means, & Simkins, 2000).
3.
- I. In studies done on medical students, the results showed those students scored higher on clinical problem solving measures and on actual ratings of clinical performance than those who are not enrolled in such programs (Vernon & Blake, 1993; Albanese & Mitchell, 1993).
- II. In studies done on students in business, law, and teacher education, the results found students were able to learn how to analyze complex, multifaceted situations, and to develop knowledge to guide decision making (Lundeberg, Levin, & Harrington, 1999; Savery & Duffy, 1996; Williams, 1992).
- III. Additional studies have demonstrated that students who participated in problem-based experiences are better able to generate accurate hypotheses and coherent explanations and are able to support their claims with well-reasoned arguments (Hmelo, 1998b; Schmidt et al., 1196; Stepien et al., 1993).
4.
- I. Design-based lessons are ideal for developing technical and subject matter knowledge (Newsletter, 2000).
- II. Design projects often lead to better learning outcomes than those of the traditional approach (Kolodner 2000).
- III. Researchers have also observed that design activities are good for helping students develop understanding of complex systems (Perkins 1986).
5. Project-based learning teaches students to explore real-world problems and challenges. Problem-based learning challenges students to "learn to learn" by working cooperatively in groups to seek solutions to real world problems. Learning by Design emphasizes the value of learning through creating, programming, or participating in other forms of designing.
6. The most beneficial outcome of students participating in the three different types of learning is the ability they gain to learn better ways to solve real-world problems.
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