Elementary school teachers’ attitudes towards project-based learning in China

Abstract

This study analyzed the Chinese elementary school teachers’ attitudes toward project-based learning (PBL) and identified factors that may influence elementary school teachers’ attitudes. The analysis was based on a questionnaire survey of 257 elementary school teachers and interviews with 10 elementary school teachers in China. Results showed that Chinese elementary school teachers generally had positive attitudes towards PBL, but their attitudes differed based on their educational level, years of teaching, and subjects taught. Results of the regression analysis found that training, social support, resources, and availability of time all positively influenced teachers’ attitudes toward PBL. Finally, the interview data were analyzed to understand teachers’ perceptions of how they could be helped to use PBL in teaching.

Exploring Teachers' Perspectives on Their Role in Facilitating Project-Based Learning: A Comparative Study of Elementary, Middle, and High School

“…The findings align with previous research highlighting the transformative role of teachers in PjBL implementation (Cai et al, 2023). By adopting a facilitative role, teachers empower students to take ownership of their learning and develop essential 21st-century skills such as critical thinking, communication, and collaboration.…”

“…Scholars have emphasized the importance of authentic tasks, inquirybased learning, and collaboration in PjBL, highlighting its alignment with constructivist and sociocultural learning theories (do Amaral et al, 2023;Plews et al, 2024). Studies have shown that students engaged in PjBL projects demonstrate improved academic performance, higher motivation, and enhanced problem-solving skills than those in traditional classrooms (Abuhmaid et al, 2020;Cai et al, 2023;Zhang et al, 2024). Furthermore, research has identified various models and frameworks for designing and implementing PjBL, such as the Buck Institute for Education's (BIE) Gold Standard PBL model and the framework proposed by Thomas in Wijnia (Wijnia et al, 2024).…”

“…While research on PjBL has primarily focused on student outcomes, there is a growing interest in understanding teachers' perspectives on their role in facilitating PjBL. Cai et al (Cai et al, 2023) conducted a qualitative study exploring elementary teachers' experiences with PjBL implementation and identified factors influencing their instructional practices, including beliefs, professional development, and support structures. Habibi (2022) surveyed PjBL teachers to investigate their perceptions of the benefits, challenges, and strategies associated with PjBL implementation, highlighting the importance of teacher support and collaboration.…”