Abstract
Research has shown that project-based learning promotes student interest in science and improves understanding of scientific content. Fostering student motivation is particularly important in accelerated science and technology programmes for talented students, which are often demanding and time-consuming. Current texts provide little guidance on ways to employ challenging, open-ended investigations in physics suitable for the more capable students. This paper presents a project-based approach for teaching Newton’s laws in a programme for talented eighth-grade students. Evidence from student work demonstrates that project-based learning is a feasible classroom practice, challenging yet fulfilling for both students and teachers.
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