Cuadro comparativo

Problem based problem

Project based problem

The outcome in PBL is often a proposed solution rather than a physical product, with an emphasis on diagnostic and analytical skills (Barrows, 1996).

Outcome

PjBL revolves around creating a tangible project, like a model or report, with students working through stages such as planning, creating, and presenting, fostering skills in project management and real-world application (Larmer & Mergendoller, 2015).

Teachers in PBL facilitate the inquiry process.

Teachers

In PjBL they provide structure for achieving project milestones and assessing final outcomes (Thomas, 2000).

PBL activities are often shorter, commonly used in fields like medicine and law where diagnostic skills are key,

Activities

PjBL projects span longer periods, making them well-suited to subjects such as business, social sciences, and the arts, where practical applications are emphasized (Markham, 2011; Schmidt et al., 2011).

Problem-Based Learning (PBL) and Project-Based Learning (PBL) are both student-centered methods that promote active learning but differ in their structure and objectives. In PBL, students engage with an open-ended problem without a clear solution, focusing on inquiry, critical thinking, and refining their understanding through research and analysis (Hmelo-Silver, 2004).

General