Project Design for Understanding: A Comparative Study of Cognitive Scaffolding and Thinking Skills between Mexico and Japan

Abstract

Grounded in UbD and MUSE frameworks, this exploratory study compares PBL instructional criteria and thinking skills in Mexico and Japan. Qualitative interviews show effective PBL functions as authentic performance tasks facilitating real-world knowledge transfer. Educational materials serve as cognitive scaffolds providing productive constraints to make thinking visible, while students autonomously leverage AI tools as technical assistants.