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<p style="color: #1c6332; text-align: justify;"><strong>Philippe Meirieu in his article "Groups and learnings" in Connexions, N°69, 1997</strong></p>
<p style="color: #1c6332; text-align: justify;">"The project approach involves making students active and, above all, actors. This is linked to the training of future citizens who know how to take charge, assert their freedom and use it. Over and above the specific objectives of the curriculum, being involved in a project therefore also targets certain cross-curricular skills that have more to do with interpersonal skills."</p>
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<p style="color: #222;"><span class="fa fa-pencil-square" aria-hidden="true" style="color: #222;"> </span> Project-based learning is "a teaching method in which students acquire knowledge and skills by working over an extended period to investigate and respond to an authentic, engaging and complex question, problem or challenge".</p>
<p style="border-left: solid #222; color: #222; text-align: justify; background-color: #fdf6d4; padding: 20px 30px 20px 30px;"><span class="fa fa-bullhorn" aria-hidden="true" style="color: #222;"> </span> Through this teaching method, students learn by actively engaging in real projects that are meaningful to them. It's a way for teachers to bring learning alive for students. Students work on a project over an extended period of time - from a week to a semester - that involves them solving a real-world problem or answering a complex question. They demonstrate their knowledge and skills by creating a product or public presentation for a real audience. Students also gain <strong>in-depth content knowledge, as well as critical thinking, collaboration, creativity and communication skills</strong>. They "investigate and respond to an authentic, engaging and complex problem or challenge" with deep and sustained attention. Project-based learning is also known as "learning by doing". Nature conservation is an area that can provide plenty of projects to work on.</p>
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