The Project Method In Agricultural Education: Then And Now | Zendy

T. Grady Roberts | Zendy; Julie F. Harlin | Zendy

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The Project Method In Agricultural Education: Then And Now

Author(s) -

T. Grady Roberts,

Julie F. Harlin

Publication year - 2007

Publication title -

journal of agricultural education

Language(s) - English

Resource type - Journals

eISSN - 2162-5212

pISSN - 1042-0541

DOI - 10.5032/jae.2007.03046

Subject(s) - facilitator , context (archaeology) , experiential learning , class (philosophy) , agricultural education , process (computing) , project based learning , psychology , pedagogy , sociology , agriculture , mathematics education , epistemology , computer science , social psychology , history , archaeology , philosophy , operating system

The purpose of this philosophical paper was to synthesize theoretical and historical foundations of the project method and compare them to modern best-practices. A review of historical and contemporary literature related to the project method yielded six themes: 1) purpose of projects; 2) project classification; 3) the process; 4) the context; 5) individual vs. group projects; and 6) the teacher’s role. Conclusions and recommendations include the continued importance of the project method with suggestions to broaden the context in which projects are classified (in class and out of class, group and individual), ensure that practitioners are educated about appropriate experiential learning processes, and emphasize the role of the teacher as facilitator.

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