I. 2. Definition – The interpretation of the terminology of project-based pedagogy

Several publications, related to project-based-pedagogy (e.g.: Hegedűs, 2002; Radnóti 2008.) emphasize that the pedagogical ’project’, as notion and as practice, cannot be restricted to  methodology. The notion of project pedagogy is a better descriptor of what a project actually is, since the phrase describes the complexity of projects by including the basic notions of project ideas, project approach, learning strategies, as well as the idea of a project as paradigm, a learning organizational form and a method. In this sense project pedagogy is a very complex term and it comprises all the characteristics of projects used in pedagogical practice. Gábor Hegedűs (2002), for example defines project pedagogy as follows: „Project pedagogy is a learning-teaching strategy which means working on a task or problem which is perceived by the learners as one of their own. The work can be done individually, or in groups, thus the tradition of classroom work or school lessons themselves cease to exist. The end-product is an intangible (intellectual) or tangible product, which can be presented, demonstrated, or exhibited. Project work has the following stages:

• choice of topic;
• planning (formulation of goals and tasks);
• organization;
• data collection;
• elaboration of topic;
• creation of the product, in a form, which is suitable to go public;
• project evaluation, correction;
• publishing project results and end products;
• closing events (Hegedűs, 2002, 24-25.)’

On the other hand in international pedagogical literature the term project-based learning has become popular. English researchers define the term as follows: ’Project-based learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem, or challenge’.  (Knoll, 1997. 59.)

Our teaching material is not aimed at introducing all the definitions in detail, instead, it intends to describe the basic features of project-based learning by outlining some of the possible definitions and approaches. Project-based learning comprises project approach as theory, and as a specific learning strategy. When using projects in teaching, a topic (problem) is approached from many angles, in a very complex way. In project-based learning a wide repertory of different teaching methods is used, meaning, that in school projects it is the learners who decide on the research method, the form of data collection or their source of information, depending on their own interest (or the availability of resources).  From the above it can be concluded that in Hungarian pedagogical literature it is the term project method, which is the most widespread, while in international literature the term project-based learning is preferred, although, the meaning behind them is practically identical. Further in our teaching material the term project-based learning (abbreviated as PBL) will be used to avoid uncertainties.