Effectiveness of project-based learning in a junior high science classroom

Abstract

Project-based learning (PjBL) is an instructional approach that promotes active participation and helps students develop their skills and knowledge through engaging in real-world problems or situations. The success of PjBL is dependent on a well-defined method or plan, such as the 21<sup>st</sup>-century project learning bicycle model or the engineering design model, both of which emphasize the importance of teacher-student relationships. PjBL can be used in any class size and has shown to be effective in building 21<sup>st</sup>-century skills and deepening students’ understanding of the learning content through real-world experiences. PjBL can be successfully integrated into STEM subjects, and research has shown positive changes in student perceptions, self-efficacy, critical thinking, experimentation, collaboration, and problem-solving skills. Case studies and research have demonstrated PjBL’s effectiveness, including the successful implementation of an 8<sup>th</sup>-grade integrated science photosynthesis unit in a suburban charter school. Overall, PjBL provides an effective teaching approach that prepares students for success in the 21<sup>st</sup>-century through hands-on learning experiences.