Problem-Driven Mechanisms in Project-Based Learning
- DOI
- 10.2991/978-94-6239-766-8_36How to use a DOI?
- Keywords
- Project-based learning; Problem-driven mechanism; Driving question; Thematic analysis; Computer experimental education
- Abstract
Problems often launch project-based learning, but the literature is less clear about how they organize later activity. This study examines 82 Chinese journal articles exported from CNKI and indexed from 2003 to June 2026. Descriptive bibliometrics and title-abstract-keyword coding show rapid growth after 2021 and a peak of 23 papers in 2025. Six themes were coded. Driving questions appeared less often than outcomes and assessment, suggesting that the central mechanism is frequently assumed rather than specified. The synthesis proposes a five-stage process: frame authentic uncertainty, decompose it into subquestions, investigate with disciplinary tools, negotiate interpretations, and evaluate solutions through evidence and feedback. Applied to computer experiments, the model requires questions to guide tool use, data interpretation, and revision of technical decisions.
- Copyright
- © 2026 The Author(s)
- Open Access
- Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.
Cite this article
TY - CONF AU - Yan Zhao PY - 2026 DA - 2026/09/04 TI - Problem-Driven Mechanisms in Project-Based Learning BT - Proceedings of the 2026 6th International Conference on Education, Information Management and Service Science (EIMSS 2026) PB - Atlantis Press SP - 351 EP - 356 SN - 2589-4900 UR - https://doi.org/10.2991/978-94-6239-766-8_36 DO - 10.2991/978-94-6239-766-8_36 ID - Zhao2026 ER -