My understanding is that problem-based or case-based learning grew out of the discipline of Medicine, where de-identified or hypothetical cases are presented to groups of med students, who are then led through activities related to identifying a disease, its causes and possible treatment etc, in a context with a particular patient.

A former colleague compares the two here: https://www.teachermagazine.com.au/articles/problem-based-learning-and-project-based-learning

Project-Based Learning( vs) Problem-Based Learning :-

The term "project learning" derives from the work of John Dewey and dates back to William Kilpatrick, who first used the term in 1918. At BIE, we see project-based learning as a broad category which, as long as there is an extended "project" at the heart of it, could take several forms or be a combination of:

• Designing and/or creating a tangible product, performance or event
• Solving a real-world problem (may be simulated or fully authentic)
• Investigating a topic or issue to develop an answer to an open-ended question

Because they have the same acronym, we get a lot of questions about the similarities and differences between the two PBLs. We even had questions ourselves -- some years ago we created units for high school economics and government that we called "problem-based." But we later changed the name to "Project-Based Economics" and "Project-Based Government" to eliminate confusion about which PBL it was.

We decided to call problem-based learning a subset of project-based learning -- that is, one of the ways a teacher could frame a project is "to solve a problem." But problem-BL does have its own history and set of typically-followed procedures, which are more formally observed than in other types of projects. The use of case studies and simulations as "problems" dates back to medical schools in the 1960s, and problem-BL is still more often seen in the post-secondary world than in K-12, where project-BL is more common.

Problem-based learning typically follow prescribed steps:

Refrence

https://www.edutopia.org/blog/pbl-vs-pbl-vs-xbl-john-larmer

Dear Ms. Olabisi Kuboni,

In my opinion students who used problem-based learning often share the outcomes and jointly set the learning goals and outcomes with the teacher and peers.

Project-based learning is an approach where the goals are set. It is also quite structured by the teachers.

In my opinion, problem-based learning is freer and allows developing a critical thinking, which is not the case with the project-based learning.

Best,

Andrija

Thanks colleagues for your insights as well as the additional material cited. Paul and Mohmed I particulalry appreciate the extended interpretation of project-based learning that you provided, going beyond the single explanation of solving real-world problems. Even though one can detect overlaps among the three, keeping them separate provides for a broader, more multi-faceted understanding of the activity.

Andrija, while I appreciate that project-based learning may be (but is not necessarily always) a more structured activity, I dont agree that it does not allow for the development of critical thinking skills. In addition, a skilful teacher knows how to provide support while allowing the activity to be learner-centred.

Project-based learning is a teaching pedagogy where students learn by working on a real project that they define and complete from A to Z. They can eventually come up with a final product. But problem-based learning is when the students learn a concept by solving a specific given question or a problem.