The focus of this enquiry is to investigate the effects of project-based learning on the on-task academic and cooperative behaviours and self-perceptions of pupils with and without learning difficulties. Within the frame of expectations and demands in the new era of contemporary society schooling should provide pupils with the opportunities to develop cognitive, metacognitive and social skills (e.g. skills for critical and analytical thinking, problem-solving and co-operation skills, self-regulated learning techniques and strategies for planning, organizing, monitoring and assessing knowledge). In order to achieve the skills and strategies mentioned above curricula have become child-centred including topic work based on ‘real world’ as well as curriculum based themes. Published research on the effects of project-based learning on pupils’ learning has been well reported in the international context (Boaler, 1997; Curtis, 2002; Davies, 2003; Katz & Chard, 1999; Gardner, 2003; Marx et al, 1997; McGrath, 2003; Solomon, 2003;). However, only a few international studies report findings about the implementation of project-based learning in mainstream classrooms (Ferretti, MacArthur & Okolo, 2001; MacArthur, Ferretti & Okolo, 2002), whereas no similar research has been reported in the Greek context. The findings of the research mentioned above indicate learning and social outcomes for pupils with and without learning difficulties. Therefore this study attempts to provide insights on the effects and outcomes of project-based learning experiences on pupils with and without mild learning difficulties in mainstream classsrooms. This study draws its theoretical background on the sociocultural perspective of education and ‘learning by doing’ approach of teaching. Based on the above, the key questions of the study are as follows: What are the outcomes when using project-based learning in primary school mainstream classes regarding • content knowledge • motivation to learn • self-efficacy • active learning and • co-operative skills and learning During project-based learning individual needs and contributions are considered and pupils collaborate in research and fieldwork activities. Peer-tutoring techniques are used within the frame of collaborative work especially for pupils with mild learning difficulties and hands-on experiences facilitate knowledge acquisition for all pupils. The theme of the project used (“Sea animals”) can be included in the ‘Environmental Studies’ subject for primary schools in Greece. This topic features only as a single unit lesson of about two teaching hours in ‘Environmental Studies’ subject of Year 3 (Grade 3) class in Greek primary school syllabus. Even though there is no prescription for the implementation of any topic, teachers can focus on various themes from the ‘Environmental Studies’ curriculum in order to extend pupils’ knowledge and develop their social, cognitive and metacognitive skills. The choice of the topic was based on pupils’ interests about sea animals due to their familiarity with and connection to the sea in Greece as well as extending pupils’ knowledge about and sensitivity of ‘sea animals in danger’.

This study is qualitative using the case study research design (Yin, 1994). Five teachers in Year 4 (Grade 4) classes implemented a project on environmental studies during eight weeks. The research method used was the one group pre-test post-test design. Questionnaires were administered to all the pupils before and after the implementation of the program, assessing pupils’ content knowledge and motivation to self-efficacy, active and co-operative learning, Classroom direct observations (structured and fieldnotes) and interviews with pupils and each class teacher were also conducted. Pupils with learning difficulties were detected by the teacher through a learning difficulties identification questionnaire and a computer based assessment for learning difficulties.

Within the framework mentioned above the present study contributes to a fuller understanding of the advantages and weaknesses of project-based learning to a cognitively and culturally diverse pupil population. Thus it can enhance an effective long-term planning of a child-centred curriculum in primary education, especially in the Greek context where scientific discourse on educational policy for improving and assuring quality in education is at the front line.