التعليم القائم على المشاريع في الولايات المتحدة الأمريكية وإمكانية الاستفادة منه في المملكة العربية السعودية : دراسة مقارنة
This study aimed to benefit from the experience of the United States of America in project-based learning at the secondary stage in the Kingdom of Saudi Arabia in line with the cultural conditions, and the study used the comparative approach George Braiday's approach with its four steps: description, interpretation, interview and comparison, and in the tools the open questionnaire was used. The most prominent results of the study were as follows: 1) The weakness of the centrality of projects in Saudi secondary education and its limitations in evaluating students for understanding academic content. 2) The lack of clarity of project areas in the Saudi courses that support the theoretical learning provided to the student. 3) There is a deficiency in clarifying the expected roles of the student in the Kingdom of Saudi Arabia, and in determining his educational responsibility. 4) Neglecting higher thinking skills and aspects of criticism and review in evaluating student projects in the Kingdom of Saudi Arabia. 5) Focusing on the United States of America is on making real projects related to the real world, touching on students' interests and preferences. 6) The diversity of evaluation fields in project-based learning in the United States of America, and its integration in all stages of work. (Published abstract)