Project Based Learning and Invitations: A Comparison

Cheu-jey Lee


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.

Full Text:


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.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

NOTICE: As of December 2008, the Journal of Curriculum Theorizing (Volume 24, Issue 1) and all future issues
are available freely and exclusively online to all individuals and institutions. More Information...

Contributors to the Journal of Curriculum Theorizing retain copyright to their work.

All other content: Copyright © Foundation for Curriculum Theory. All rights reserved.

ISSN: 1942-2563