1 Introduction
In line with the seminar of Mr. Sudhoff and Mr. Paulick “From theory to practise“, I took a closer look at some theoretical theories of the project method. In Germany the project work has different significance from school to school. The bandwidth reaches from express rejection to regular individual projects and project weeks. There are only few schools with deep-seated projects and curricula with declared project work. Mainly two objections are raised for the slow expansion of projects in our schools. Firstly there is the theoretic-didactical objection - a serious theory of project work wouldn’t exist and secondly the practical objection - project work would be incompatible with the constraints of daily school-life. The first argument can be disproved easily, because meanwhile there are several important releases about the theory of project work and as the case may be about the project method. The following chapters will deal with a part of them.
Table of Contents
- 1 INTRODUCTION
- 2 THE HISTORY OF PROJECT TEACHING
- 3 THE PROJECT METHOD AND DEWEY'S THEORY
- 4 STRUCTURE AND MAIN FEATURES OF PROJECTS
- 4.1 7-STEP MODEL BY KARL FREY
- 4.2 10-STEP MODEL BY FREDRICKA L. STOLLER
- 5 WHAT MAKES THE PROJECT METHOD SPECIAL?
- 6 CONCLUSION - PROS & CONS OF THE PROJECT METHOD
Objectives and Key Themes
This paper aims to explore the theoretical foundations of the project method in education, examining its historical development and key characteristics. It investigates the compatibility of the project method with the constraints of daily school life, challenging common objections to its wider adoption.
- Historical development of the project method
- John Dewey's philosophical influence on the project method
- Structural components and defining features of effective projects
- Comparison of different project method models
- Challenges and benefits of implementing the project method in schools
Chapter Summaries
1 INTRODUCTION: This introductory chapter sets the stage for the paper by outlining the context of project-based learning in German schools. It highlights the wide range of approaches to project work, from outright rejection to regular integration, and addresses two primary objections to its broader implementation: a perceived lack of solid theoretical backing and incompatibility with the practical realities of school life. The chapter asserts that the first objection is easily refuted, given the existing literature on project method theory, which forms the basis of the following chapters.
2 THE HISTORY OF PROJECT TEACHING: This chapter counters the notion that the project method is a recent educational innovation. It traces its origins back to the mid-19th century and the rise of polytechnic institutes, where students engaged in practical project-based learning, such as constructing buildings and gadgets. The chapter details the method's spread from European polytechnic schools to the USA and its subsequent reintroduction to Germany, highlighting the sometimes distorted and misrepresented form it took in its adoption. The chapter emphasizes the historical depth and longevity of the method.
3 THE PROJECT METHOD AND DEWEY'S THEORY: This chapter explores the significant influence of John Dewey's philosophy of education on the project method. While acknowledging differing viewpoints on Dewey's role as the "father" of the method, the chapter establishes his importance as a key figure in its conceptualization. The chapter analyzes Dewey's emphasis on the connection between education and philosophy, focusing on his pragmatic approach to problem-solving and his critique of philosophical dualisms. It highlights Dewey's concept of experience as active engagement with the environment and its implications for education, emphasizing the limitations of pre-planned learning and the individualized nature of cognitive processes.
4 STRUCTURE AND MAIN FEATURES OF PROJECTS: This chapter delves into the structure and key features of successful project-based learning. It introduces the work of Fredricka L. Stoller, whose ten-step model for project development in language classrooms provides a framework for effective project implementation. The chapter suggests the model's broader applicability to various subjects. This chapter lays the groundwork for understanding the practical implementation of the project method described in the theoretical chapters preceding it.
Keywords
Project method, project-based learning, Dewey's philosophy, educational theory, practical application, curriculum design, teaching methods, polytechnic education, school reform, pedagogy.
Frequently Asked Questions: A Comprehensive Language Preview
What is the main topic of this document?
This document provides a comprehensive overview of the project method in education. It explores the historical development, theoretical foundations (particularly Dewey's influence), structural components, and practical implications of implementing project-based learning in schools. The document also addresses common criticisms and misconceptions surrounding the project method.
What are the key themes explored in this document?
Key themes include the historical development of the project method, John Dewey's philosophical influence, the structural components and defining features of effective projects, a comparison of different project method models, and the challenges and benefits of implementing the project method in schools. The document also examines the compatibility of the project method with the constraints of daily school life.
What is the historical context of the project method?
The document traces the origins of the project method back to the mid-19th century and the rise of polytechnic institutes, where practical project-based learning was already employed. It details the method's spread from Europe to the USA and its subsequent reintroduction to Germany, acknowledging variations in its adoption and implementation.
How does John Dewey's philosophy relate to the project method?
The document explores the significant influence of John Dewey's philosophy of education on the project method. It analyzes Dewey's emphasis on the connection between education and philosophy, his pragmatic approach to problem-solving, his critique of philosophical dualisms, and his concept of experience as active engagement with the environment. The document highlights the limitations of pre-planned learning and the individualized nature of cognitive processes, as emphasized by Dewey.
What are the structural components and features of effective projects?
The document outlines the structure and key features of successful project-based learning. It introduces the work of Fredricka L. Stoller, whose ten-step model for project development in language classrooms is presented as a framework for effective project implementation. The broader applicability of this model to various subjects is also suggested.
What are the advantages and disadvantages of the project method?
The conclusion of the document addresses the pros and cons of the project method, providing a balanced perspective on its advantages and challenges in practical implementation within the constraints of daily school life.
What models of project implementation are discussed?
The document specifically mentions and describes a 7-step model by Karl Frey and a 10-step model by Fredricka L. Stoller, offering examples of different approaches to structuring project-based learning.
What are the main objections to the wider adoption of the project method, and how does the document address them?
The document addresses two primary objections: a perceived lack of solid theoretical backing and incompatibility with the practical realities of school life. It refutes the first objection by highlighting the existing literature on project method theory, and it attempts to address the second by exploring practical models and strategies for implementation.
What are the key terms and concepts related to the project method?
Key terms include: Project method, project-based learning, Dewey's philosophy, educational theory, practical application, curriculum design, teaching methods, polytechnic education, school reform, and pedagogy.
- Citar trabajo
- Joan-Ivonne Bake (Autor), 2006, The Project Method (Die Projektmethode), Múnich, GRIN Verlag, https://www.grin.com/document/160205
