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 Topics
This work aims to explore the theoretical foundations and practical applications of the project method in educational settings. It addresses the historical evolution of the concept, its grounding in John Dewey’s educational philosophy, and provides a comparative analysis of established pedagogical models to clarify the key characteristics of successful project-based learning.
- Historical origins and development of project teaching
- John Dewey's educational philosophy and its relevance
- Comparative analysis of the Frey and Stoller models
- Core attributes of project-based learning (student, action, and product orientation)
- Advantages and limitations of the project method in schools
Excerpt from the Book
Step 1: Project initiative
Every project starts with an uttered idea, a task, a special motion, with a problem, a wish, an object or maybe with something remarkable. Every source is possible; All-dominant is openness of the sources. The students shall collect all suggestions and then they are asked to structure and organize the matter themselves.
Step 2: Examination of project initiative in a preconcerted frame (Result sketch of the project)
If a project initiative is prosecuted, the result will discharge in a sketch of the project. Upon it the remaining process will be based. The form, in which the sketch accomplishes, is arbitrative. It shouldn’t be the result of some single participants; it has to be a unification of all participants. To assure a fair and insightful progression, some rules and agreements should be made. For instance it would be useful to set a time limit and to demand appropriate arguments and a respectful interaction.
Step 3: Development of the project method for field of activity (Result project plan)
By this component the project gets its outlines. The participants develop imaginations about a possible result, speak out on wishes for their own activities in the project, they create plans, clarify basic conditions and share tasks. In the end of this process stands the project plan in a written form. This process of decisions and clarification makes great demands on the participating students. Its accomplishment portrays an essential part of social learning.
Summary of Chapters
1 INTRODUCTION: Outlines the purpose of the seminar paper and addresses common objections regarding the theoretical and practical feasibility of project work in schools.
2 THE HISTORY OF PROJECT TEACHING: Traces the origins of project-based education from 19th-century polytechnic institutes to its adaptation and integration into modern American and German school systems.
3 THE PROJECT METHOD AND DEWEY’S THEORY: Examines the influence of John Dewey’s pragmatist philosophy on project-based learning, emphasizing the importance of active engagement and situational problem-solving.
4 STRUCTURE AND MAIN FEATURES OF PROJECTS: Presents detailed frameworks for organizing projects, specifically comparing the 7-step model by Karl Frey and the 10-step model by Fredricka L. Stoller.
5 WHAT MAKES THE PROJECT METHOD SPECIAL?: Identifies the three defining pillars of the project method: student-oriented, action-oriented, and product-oriented learning.
6 CONCLUSION - PROS & CONS OF THE PROJECT METHOD: Summarizes the benefits of self-determined learning while acknowledging the practical limitations when projects are constrained by time or rigid curricula.
Keywords
Project method, John Dewey, Karl Frey, Fredricka L. Stoller, project teaching, educational philosophy, student-centered learning, action-oriented learning, product-oriented learning, school curriculum, pedagogical models, social learning, classroom management, discovery learning, self-determination.
Frequently Asked Questions
What is the primary focus of this work?
The paper examines the theoretical and practical framework of the project method as a teaching approach in schools, analyzing how it has evolved and how it can be structured effectively.
Which key thematic fields are covered?
The document covers the historical background, the philosophical foundations (specifically John Dewey), the structural models of project implementation, and the essential attributes that define the project method.
What is the core research goal?
The goal is to provide clarity on the definition of a "real" project and to offer guidance for educators by evaluating established models and identifying common core features of successful project work.
Which scientific method is applied?
The work utilizes a theoretical analysis and review of established pedagogical literature and educational models to conceptualize the project method.
What topics are discussed in the main body?
The main body details the historical roots, the philosophical connection to John Dewey, specific step-by-step models for project implementation, and an analysis of the "special" characteristics that distinguish project work from traditional teaching.
How is the project method characterized?
It is characterized as being student-oriented, action-oriented, and product-oriented, aiming to promote autonomy and meaningful learning experiences.
How do the Frey and Stoller models differ?
The primary difference is that Stoller incorporates specific steps to address language demands, making her model particularly well-suited for language classrooms, whereas Frey's model is more generally applicable to various subjects.
Why are checkpoints considered important in Frey's model?
Checkpoints are essential for organizational purposes; they allow participants to pause, reflect, share intermediate results, and avoid "blind hustle" during the project process.
Does the project method always require a tangible product?
According to Stoller, an end product is a key element for project success; however, Frey argues that the learning process and meaningful experiences are also significant, even if a visible end product is not the sole objective.
- Arbeit zitieren
- Joan-Ivonne Bake (Autor:in), 2006, The Project Method (Die Projektmethode), München, GRIN Verlag, https://www.hausarbeiten.de/document/160205
