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

Anette Markula,Maija Aksela

doi:10.1186/s43031-021-00042-x

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.

Highlights

Project-based learning (PBL) can be a useful approach for promoting twenty-first century learning and skills in future-oriented K-12 science education
For example, Mentzer et al (2017) studied how teachers implemented the phases of inquirybased learning in their PBL unit plans
Considering the widely recognised challenges in the implementation of PBL, and the shift in many national curricula towards PBL and similar approaches, there is an urgent need to understand how teachers are managing the change, and what kinds of models they are developing for the implementation of the new curricula in their classrooms

Summary

Introduction

Project-based learning (PBL) can be a useful approach for promoting twenty-first century learning and skills in future-oriented K-12 science education. PBL refers to problem-oriented and student-centred learning that is organised around projects (Thomas, 2000). This means that the intended learning of new skills and content happens through the project that students carry out in groups (Condliffe et al, 2017; Parker et al, 2013; Thomas 2000). PBL can be described as a Markula and Aksela Disciplinary and Interdisciplinary Science Education Research (2022) 4:2. There is some evidence that PBL might contribute to developing students’ intra- and interpersonal competencies (Kaldi et al, 2011)

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Conclusion