Trends in research on project-based science and technology teaching and learning at K–12 levels: a systematic review

Abstract

Project-based teaching is nothing new; it originates from the work of authors like Dewey and Kilpatrick. Recent decades have seen renewed interest in this approach. In many countries, it is currently considered to be an innovative approach to science and technology (S&T) teaching. In this article, we present a systematic review of what recent scientific publications teach us about this approach: How is this approach identified in these publications? How is the use of this approach in school S&T justified? What are the main research questions covered by studies in the field? What do these studies on this approach teach us? To answer these questions, we have selected and analysed articles published, between 2000 and 2014, in journals that are specialised in school science and technology education and that are indexed in ERIC database. In the synthesis based on this analysis, we present: (a) the theoretical constructs used by the authors to refer to this approach and the features identified to define it; (b) the justifications for this approach; (c) the research questions covered by studies in the field; (d) the data collection and analysis methods used in these studies; and (e) the main findings. In addition to presenting a synthesis of current research in this field, we offer a critical discussion thereof with a focus on two aspects, namely the way PBSTL is conceptualised and the rigour of the research methods used to ensure the validity of findings.

High school students' situational engagement associated with scientific practices in designed science learning situations

“…One way to increase the level of student situational engagement in science learning is to use pedagogical approaches that challenge students and trigger their interest in science classrooms. Increasingly, the use of such scientific practices is being promoted globally in science teaching and learning (Berland et al, 2016; Hasni et al, 2016). This shift is also recognized in science curricula.…”

Research on MOOCs in Major Referred Journals

“…Using a thematic content analysis technique (Hasni et al, 2016), the analysis was carried out through the following two steps. First, for each item in the grid, excerpts identified in all of the articles were collected and read repeatedly by the analysts in order to propose thematic categories.…”

Enfocant el disseny de projectes per fomentar una activitat científica escolar a secundària a través de l’ABP

“…O inclús es poden solapar i nodrir d'altres metodologies properes com l'Aprenentatge en Context, o Aprenentatge Cooperatiu, entre altres (Thomas, 2000). Tot i aquesta indefinició d'idees, Thomas (2000) i Hasni (2016) han fet l'esforç de recollir unes característiques essencials que ha de presentar una proposta ABP per tal de ser considerada com a tal: A més de les característiques citades, apareixen altres idees també molt presents com són l'ús dels recursos TIC per possibilitar noves formes de pensar a través de representacions i simulacions.…”