The role of the project-based learning model in science and social studies teaching in the development of collaborative behavior in students

Abstract

Recent research in the field of education has shown that collaboration between students during teamwork largely depends on the type of task the groups are working on. The projectbased learning model in science and social studies teaching primarily involves projects that students carry out in small groups; and the aim of this study was to examine whether, and to what extent, this learning model fosters the development of collaborative behavior in students. The experimental study was based on a sample of 142 fourth-grade elementary school students, 72 in the experimental group (three classes doing a science and social studies lesson using the project-based learning model) and 70 in the control group (three classes doing the same lesson using standard group tasks). Systematic observation showed that the project-based learning model of science and social studies teaching was more effective in developing positive interdependence among students within a group, intra-group communication, and openness in problem solving.