A SYSTEMATIC REVIEW OF THE LITERATURE: THE IMPACT OF CONSTRUCTIVIST LEARNING THROUGH AUTHENTIC PROJECT-BASED LEARNING EXPERIENCES

Project-based learning (PBL), in one form or another, has been a pedagogical possibility in classrooms for over a century. The degree to which PBL is defined, planned, and executed varies immensely. This systematic review analyzed nine databases, and 747 studies were screened. The selection criteria were met by 145 studies to determine further what the existing literature states about how the design and implementation of a PBL unit of study are enhanced when it is an authentic experience. Accordingly, authentic PBL parallels how subject matter experts engage in the world outside of education. The results returned a three-themed categorization of the research that has been previously classified as authentic PBL: extended project-like activities, academic projects with limited inquiry, and authentic project-based learning experiences. The data collection showed a lack of researcher and teacher understanding of what qualifies as an authentic PBL experience and suggests quality professional development on authentic PBL is needed