Project-based learning is a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems. In this article, we present an argument for why projects have the potential to help people learn; indicate factors in project design that affect motivation and thought; examine difficulties that students and teachers may encounter with projects; and describe how technology can support students and teachers as they work on projects, so that motivation and thought are sustained.

This study examined the essential elements that emerged when forming a community of learners in an eighth grade science classroom. I served as both teacher and researcher in this study. The intent of creating a community of learners is to provide opportunities for students to engage with the teacher as co-collaborators while investigating authentic problems. In response to national calls for reform to relate instruction to the lives of the learner, I used a project-based science approach that allowed learners to find solutions to authentic problems or questions generated by the students. Students used a process of inquiry and collaboration to find these solutions.

A framework, developed from the literature, focused the analysis of the study. The framework consisted of the following components: authentic tasks, interdependency in small group work, negotiation of understanding, public sharing, collaboration with experts, and responsibility for shared learning and teaching. The framework was used to analyze the multiple data sources, including video tapes, interviews, teacher's journal, and electronic correspondence.

Eight major themes emerged from the analysis. These themes included: 1) tasks connected to real-world questions generated more collaborative interactions than topic-bound tasks; 2) collaborative interactions in groups increased when tasks were student-initiated; 3) providing instructional support for students contributed to group decision making; 4) group productivity increased when students gained ownership; 5) student dialogue centered on the procedural aspects of the activity when completing teacher-designed activities; 6) when public sharing centered on discussions of their own experiences, students were more cognitively engaged; 7) interactions with outside resource people increased students' investment in the project; and 8) when students worked in teams answering their own questions, students took responsibility for learning and teaching. The findings suggested that teachers should design tasks that allow students to explore real-world problems and engage in carrying out investigations of their own design in order to foster collaboration. In addition, the role of the teacher appears critical in supporting students in developing and carrying-out investigations.