Abstract
High school students and teachers in two countries (US and Israel) were interviewed to ascertain their perspectives about their Project Based Learning (PBL) experiences. Perspectives were evaluated to determine to what degree PBL approaches were based on the eight essential elements of PBL and whether PBL courses contributed effectively to workplace preparedness. Differences between teachers and students and between countries were identified. Results revealed that PBL programs incorporating the eight essential elements are more effective in preparing students to enter today’s work environment. Students perceive stronger benefits from their PBL experiences than teachers perceive. Additionally, the perspectives of Israeli teachers and students were more similar to each other than the perspectives of US teachers and students.
Recommended Citation
Tamir, Sharon and Withers, Barbara
(2016)
"Insiders' perspectives on project based learning: A comparison of US and Israeli approaches,"
International Journal for Business Education: Vol. 156:
No.
1, Article 1.
DOI: https://doi.org/10.30707/IJBE156.1.1648132983.588914
Available at:
https://ir.library.illinoisstate.edu/ijbe/vol156/iss1/1
Included in
Scholarship of Teaching and Learning Commons, Secondary Education Commons, Secondary Education and Teaching Commons