Project-Based Explaining in Economic Studies
DOI:
https://doi.org/10.5281/zenodo.15347463Аннотация
This article analyzes the use of project-based explaining in economic studies. The approach is shown to
enhance students’ comprehension of economic concepts, foster critical thinking, and build practical skills. The paper
highlights how project work consolidates knowledge, promotes teamwork, and engages learners in solving real-world
economic issues.
Ключевые слова
project-based learning, economic education, critical thinking, economic skills, active learningБиблиографические ссылки
Bender, W. N. (2012). Project-Based Learning: Differentiating Instruction for the 21st Century. Corwin Press.
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based
learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3–4), 369–398.
Prince, M. J., & Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research
bases. Journal of Engineering Education, 95(2), 123–138.
Thomas, J. W. (2000). A Review of Research on Project-Based Learning. Autodesk Foundation.
Barron, B., & Darling-Hammond, L. (2008). Teaching for meaningful learning: A review of research on inquiry-based
and cooperative learning. In Powerful Learning: What We Know About Teaching for Understanding (pp. 11–70).
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