Where it is used
Each entry identifies the volume, edition, chapter or appendix in which the work appears.
The evidence behind the series
Follow the research.
Explore every source.
Browse the scientific research and professional literature used across all seven volumes of The Science of Learning for Educators.
7book volumes
8author ranges
1searchable library
Search the collection
Find a paper, author or idea.
Choose an author range, search a title or concept, or narrow the collection by source type. Open any result to see where it appears in the books, read its evidence summary and follow available source links.
1 reference
-
- Vol 2 RE: Chapter 5, App C, App D
- Vol 2 TE: App B
project-based learningdriving questionsconstructive investigationstudent autonomyinquiry scaffoldingcollaborative problem solvingauthentic assessmentproject implementationReport Evidence summaryAt a glance
Thomas reviews research available through 1999 on project-based learning and related approaches at elementary and secondary levels. To distinguish projects from ordinary activities, he proposes five criteria: projects are central to the curriculum, organised around a driving question, involve constructive investigation, give students substantial autonomy, and have realistic rather than purely school-like features.
Key ideas
The review traces theoretical roots, implementation practices, student characteristics, and evidence about effectiveness. It reports promising findings for content learning, problem solving, self-direction, collaboration, motivation, and attitudes, but emphasises that the evidence base was then small, methodologically uneven, and complicated by varied definitions and bundled programme components. Implementation is demanding: students may struggle with inquiry, time management, technology, and teamwork, while teachers must balance guidance with autonomy, assess complex work, and manage resources and schedules. The report therefore does not justify treating any extended assignment as proven PBL.
Why it matters
For educators, it supports carefully designed projects aligned with important knowledge, explicit scaffolding, meaningful questions, and assessment of both products and learning processes, alongside realistic expectations about training and classroom conditions.
A transparent research trail
More than a bibliography.
What it contributes
Evidence summaries explain the central idea and why the source matters to educators.
How to access it
Entries link to lawful full text where available, or to a publisher, library or purchase page.
Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
From sources to a coherent pathway