The purpose of this paper is to present a learning transformation framework for analyzing how learning evolves during project-based learning (PBL) process. Here, the authors adopt Lewin’s (1951) change theory as an analytical lens to examine the project-based learning curriculum at a University called UNI-X. This is a major contribution to PBL literature, as little is known about the dynamics of learning during PBL process. In fact, the learning transformation framework can serve as the basis for further research in PBL process. For educators, this paper provides them with useful insights on how to break project members’ escalating commitment to previous failing ideas and accept alternative workable ideas. Educators can use the framework in post-mortem analyses of projects to devise useful actions for facilitating learning transformation during PBL process.,The strategy used in this paper was to undertake in-depth case research of PBL courses developed and taught in UNI-X. Focused group interviews were conducted with 28 students, 12 faculty and 5 industry project sponsors asking specifically their perceptions of PBL’s course design, delivery and its impact on overall student experience.,This paper presents a learning transformation framework for analyzing the change process of how learners experiment new ideas, explore alternative ideas and eventually come to a consensus to accept new ideas during PBL in a collaborative project environment. By drawing upon a case study of UNI-X, the authors argue that unfreezing beliefs of previous ideas is critical if alternative ideas are to be developed. It is clear that the entire process of ‘unfreezing-changing-refreezing’ has occurred in the PBL courses at UNI-X and enacted through unfreezing beliefs in previous ideas, changing previous beliefs and refreezing the new beliefs. Through interviews with students, instructors and project sponsors in the PBL courses, the authors gathered data to examine how project members could give up previous ideas and accept alternative ideas.,The authors adopt Lewin’s (1951) change theory as an analytical lens to examine the project-based learning curriculum at UNI-X. This is a major contribution to PBL literature, as little is known about the dynamics of learning during PBL process. In fact, the learning transformation framework can serve as the basis for further research in PBL process.

中文翻译：

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在基于项目的学习过程中检查学习转变

本文的目的是提供一个学习转化框架，用于分析基于项目的学习（PBL）过程中学习的发展方式。在这里，作者采用Lewin（1951）的变化理论作为分析镜头，研究了称为UNI-X的大学基于项目的学习课程。这是对PBL文献的主要贡献，因为对PBL过程中的学习动态知之甚少。实际上，学习转化框架可以作为进一步研究PBL过程的基础。对于教育者，本文为他们提供了有用的见解，帮助他们了解如何打破项目成员对先前失败的想法的不断升级的承诺，并接受其他可行的想法。教育者可以在项目的事后分析中使用该框架来设计有用的措施，以促进PBL过程中的学习转化。本文所采用的策略是对在UNI-X中开发和教授的PBL课程进行深入的案例研究。对28位学生，12位教职员工和5个行业项目发起人进行了重点小组访谈，询问他们对PBL课程设计，交付及其对整体学生体验的影响的看法。本文提出了一个学习转化框架，用于分析学习者的变化过程在协作项目环境中，在PBL期间尝试新想法，探索替代想法并最终达成共识以接受新想法。通过UNI-X的案例研究，作者认为，要想发展替代观念，解冻先前观念的信念至关重要。显然，“解冻，改变，重新冻结”的整个过程发生在UNIX的PBL课程中，并且是通过解冻对先前想法的信念，改变先前的信念并重新冻结新的信念而制定的。通过与PBL课程中的学生，讲师和项目发起人进行访谈，作者收集了数据，以研究项目成员如何放弃以前的想法并接受替代想法。作者采用Lewin（1951）的变革理论作为分析视角UNI-X的基于项目的学习课程。这是对PBL文献的主要贡献，因为对PBL过程中的学习动态知之甚少。实际上，