Families, experiments, and nature: Learning science through project‐based learning

Abstract

This study brings together the research focused on science education through project-based learning (PBL). This learning project was carried out in a rural learning community and an attempt was made to adapt to the natural resources of the area by organizing educational outings, experimental activities, and encouraging the participation of families. The overall objective is to test the effectiveness of applying the PBL teaching methodology for learning science in a rural learning community. The methodology used has been qualitative, specifically, the participating research has been used and the information has been compiled in a field notebook. The results show that the didactic proposal had good results; showing that, in conclusion, science teaching today should be inclined toward more innovative educational methodologies such as PBL.

Pre-service teachers’ ideas about obtaining electricity in nuclear power stations in a role play context

“…In the last decades, initiatives began to promote a change in the teaching of traditional sciences by trying to replace master classes and memorials with other more innovative methodologies (Santamaría-Cárdaba, 2020). During this time, various studies have shown that roleplay activities have educational benefits.…”

Project Based Learning (PjBL) Model in Science Learning: A Bibliometric Analysis

“…Science learning must apply more innovative educational methodologies such as PjBL [18]. Implementing the PjBL model also helps science teachers to become more critical and reflective, and improves directed learning [19].…”