Project Based Learning and Invitations: A Comparison

Cheu-jey Lee

Abstract


Thispaper compares two instructional approaches: project based learning andinvitations. It begins with a discussion of the definitions of project basedlearning and invitations as well as their theoretical bases. Then these two approachesare compared in the following aspects: student choice, inquiry question, scopeof inquiry, purpose of inquiry, critical thinking versus critical literacy, andaction orientation. Although project based learning and invitations share somefeatures of inquiry-based learning, it is important to know their distinction thathas significant pedagogical implications. This paper aims to contribute to abetter understanding of project based learning and invitations, theirinterrelationships, and their applications in the classrooms.

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JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing, and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

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