The key characteristics of project-based learning: how teachers implement projects in K-12 science education

Abstract

The aim of this multiple-case study was to research the key characteristics of project-based learning (PBL) and how teachers implement them within the context of science education. K-12 science teachers and their students’ videos, learning diaries and online questionnaire answers about their biology related PBL units, within the theme nature and environment, were analysed using deductive and inductive content analysis (n = 12 schools). The studied teachers are actively engaged in PBL as the schools had participated voluntarily in the international StarT programme of LUMA Centre Finland. The results indicate that PBL may specifically promote the use of collaboration, artefacts, technological tools, problem-centredness, and certain scientific practices, such as carrying out research, presenting results, and reflection within science education. However, it appeared that driving questions, learning goals set by students, students’ questions, the integrity of the project activities, and using the projects as a means to learn central content, may be more challenging to implement. Furthermore, although scientific practices had a strong role in the projects, it could not be defined how strongly student-led the inquiries were. The study also indicated that students and teachers may pay attention to different aspects of learning that happen through PBL. The results contribute towards a deeper understanding of the possibilities and challenges related to implementation of PBL and using scientific practices in classrooms. Furthermore, the results and the constructed framework of key characteristics can be useful in promoting research-based implementation and design of PBL science education, and in teacher training related to it.

Pancasila Student Profiles in Science Lessons and Potential for Strengthening by Developing PjBL-Based E-Modules

“…Based on research by Lee et al (2015), project based learning has been shown to develop students' social skills, strengthen group collaboration and improve students' interpersonal skills. This is in line with Markula et al (2022) which states that the main characteristics of PjBL that are most often displayed are collaboration in the form of cooperation either between students, between teachers or with outside partners, and every collaboration interaction is considered a form of mutual assistance.…”

Efektivitas Model Project Based Learning dengan Pendekatan Inkuiri Berbasis Lingkungan terhadap Hasil Belajar IPA

“…PjBL bergantung pada empat ide signifikan dari pembelajaran sains: (1) pembelajaran paling efektif ketika siswa membangun pemahaman mereka secara aktif, (2) bekerja secara kolaboratif, (3) lingkungan belajar yang otentik, (4) adanya penilaian aspek kognitif (Markula, 2022). PjBL tidak sebatas kreatif di dalam kelas maupun laboratorium saja tetapi juga dapat dilakukan diluar lingkungan sekolah, seperti pada materi zat aditif dan adiktif pada makanan kelas VIII SMP/ MTs, salah satunya dengan pendekatan inkuiri berbasis lingkungan.…”

The perceived impact of PBL program learning on shifting prospective teachers’ beliefs: A case study in China

“…However, not much research has been conducted on Chinese teachers' beliefs (Cai, 2004;Li et al, 2020;Yang et al, 2020). Research has shown that teachers' understanding and implementation of PBL affect the extent to which students benefit from this emerging approach and that if teachers do not implement PBL well, which implies a low instructional commitment to this approach, then it is of limited help to students and may even negatively impact their academic performance (Capraro et al, 2016;Erdogan et al, 2016;Han et al, 2015b;Markula & Aksela, 2022). Moreover, most of the studies that have addressed both PBL and PTs have explored the effect of using PBL as an instructional approach on PTs' academic performance (Baran & Maskan, 2011;Bilgin et al, 2015;Mettas & Constantinou, 2008;Papastergiou, 2005), on enhancing self-efficacy beliefs towards teaching and decreasing anxiety about teaching (Bilgin et al, 2015;Novak & Wisdom, 2018), or on PTs' experiences in a PBL setting (Dag & Durdu, 2017).…”

“…According to the literature (Blumenfeld et al, 1991;Chen & Yang, 2019;Krajcik et al, 2008;Markula & Aksela, 2022;Rivet & Krajcik, 2008;Rogers et al, 2011), PBL advocates learning in contextualized, authentic situations in which students are required to engage in group work and sustained inquiry, and to accomplish a product that develops content knowledge and critical thinking. Although PBL has become or is becoming, an important direction for curriculum reform, frontline teachers may encounter challenges when implementing it.…”

“…Considering that these reform programs will be replicated in more regions in the future, training future teachers who can implement PBL is necessary. It is suggested that prospective teachers (PTs) learn about the implementation of PBL in their university coursework (Markula & Aksela, 2022). In this context, it becomes essential to supplement the PTs education curriculum with content on the theory and practice of PBL.…”