The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.
Project-Based Learning
Abstract
Any teacher or parent can tell you that many students are bored in school. But many of them tend to assume that boredom is not a problem with the best students, and that if students tried harder or learned better they wouldn't be bored. In the 1980s and 1990s, education researchers increasingly realized that when students are bored and unengaged, they are less likely to learn (Blumenfeld et al., 1991). Studies of student experience found that almost all students are bored in school, even the ones who score well on standardized tests (Csikszentmihalyi, Rathunde, & Whalen, 1993). By about 1990, it became obvious to education researchers that the problem wasn't the fault of the students; there was something wrong with the structure of schooling. If we could find a way to engage students in their learning, to restructure the classroom so that students would be motivated to learn, that would be a dramatic change. Also by about 1990, new assessments of college students had shown that the knowledge they acquired in high school remained at a superficial level. Even the best-scoring students, those at the top colleges, often had not acquired a deeper conceptual understanding of material – whether in science, literature, or math (Gardner, 1991). Educators still face these critical problems today.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Situated Learning: Legitimate Peripheral Participation
Lave, J., & Wenger, E. (1991) · Cambridge University Press eBooks · doi:10.1017/cbo9780511815355 · Cited by 35,324
Situated Cognition and the Culture of Learning
Brown, J. S., Collins, A., & Duguid, P. (1989) · Educational Researcher · doi:10.3102/0013189x018001032 · Cited by 13,645
Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991) · Educational Psychologist · doi:10.1080/00461520.1991.9653139 · Cited by 3,594
Self-citationPartners in Cognition: Extending Human Intelligence with Intelligent Technologies
SALOMON, G., PERKINS, D. N., & GLOBERSON, T. (1991) · Educational Researcher · doi:10.3102/0013189x020003002 · Cited by 948
Geier, R., Blumenfeld, P. C., Marx, R. W., Krajcik, J. S., Fishman, B., Soloway, E., & Clay‐Chambers, J. (2008) · Journal of Research in Science Teaching · doi:10.1002/tea.20248 · Cited by 423
Self-citationInquiry‐based science in the middle grades: Assessment of learning in urban systemic reform
Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., Fishman, B., Soloway, E., Geier, R., & Tal, R. T. (2004) · Journal of Research in Science Teaching · doi:10.1002/tea.20039 · Cited by 385
Self-citation“Maestro, what is ‘quality’?”: Language, literacy, and discourse in project‐based science
Moje, E. B., Collazo, T., Carrillo, R., & Marx, R. W. (2001) · Journal of Research in Science Teaching · doi:10.1002/tea.1014 · Cited by 381
Pursuing Scientific Literacy in the Middle Grades Through Collaborative Problem Solving
Palincsar, A. S., Anderson, C., & David, Y. M. (1993) · The Elementary School Journal · doi:10.1086/461745 · Cited by 143
Cited by
HMELO-SILVER, C. E., DUNCAN, R. G., & CHINN, C. A. (2007) · Educational Psychologist · doi:10.1080/00461520701263368 · Cited by 2,641
A review of project-based learning in higher education: Student outcomes and measures
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020) · International Journal of Educational Research · doi:10.1016/j.ijer.2020.101586 · Cited by 1,309
Science Motivation Questionnaire II: Validation with Science Majors and Nonscience Majors
Glynn, S. M., Brickman, P., Armstrong, N., & Taasoobshirazi, G. (2011) · Journal of Research in Science Teaching · doi:10.1002/tea.20442 · Cited by 733
Sawyer, R. K. (2006) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2005.08.001 · Cited by 364
“The Coat Traps All Your Body Heat”: Heterogeneity as Fundamental to Learning
Rosebery, A. S., Ogonowski, M., DiSchino, M., & Warren, B. (2010) · Journal of the Learning Sciences · doi:10.1080/10508406.2010.491752 · Cited by 309
Metadata
- Authors
- Krajcik, J. S., & Shin, N.
- Venue
- The Cambridge Handbook of the Learning Sciences
- Publisher
- Cambridge University Press
- Published
- 2014-09-23
- Pages
- 275-297
- OpenAlex
- W2266578155
- Cited by
- 920
- References
- 8
- FWCI
- 259.46
- Type
- book chapter
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Project-Based Learning. https://app.cochat.ai/papers/10.1017/cbo9781139519526.018
- The paper
- Krajcik, J. S., & Shin, N. (2014). Project-Based Learning. The Cambridge Handbook of the Learning Sciences. https://doi.org/10.1017/cbo9781139519526.018
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
