In project-based learning, students experience a dynamic integration of mimesis, synthesis, and reflexivity. For example, they may begin by imitating structured models of research (mimesis), then move toward combining diverse perspectives and sources to create their own outputs (synthesis), and finally reflect on how their own biases, experiences, and choices shaped their findings (reflexivity). This process helps learners progress from surface-level disciplinary knowledge toward deeper, interconnected understanding, while also fostering critical self-awareness. Embedding reflexive stages into the curriculum makes learning transformative by not only enhancing cognitive skills but also cultivating metacognitive awareness and social responsibility.

Reference:
Thomas, J. W. (2000). A Review of Research on Project-Based Learning. The Autodesk Foundation. Retrieved from https://www.asec.purdue.edu/lct/hbcu/documents/AReviewofResearchofProject-BasedLearning.pdf