Project-based Learning Units Research Articles

Exploring the impact of project-based learning on critical thinking and soft skills development among Moroccan EFL students

This study examines the effects of Project-Based Learning (PBL) on the development of critical thinking and soft skills among 12th-grade Moroccan EFL students. The study used a qualitative research design and involved 24 students who participated in a PBL unit focused on addressing child marriage. Data collection methods included focus group discussions and reflections from the teacher-researcher. The findings show that PBL effectively enhances critical thinking by involving students in activities that require them to learn and apply various skills such as analysis, evaluation, and synthesis of information in real-life situations. Students also reported increased engagement and improvements in critical thinking skills as well as some soft skills, particularly in teamwork and communication. However, the study identified challenges related to time management and unequal participation in group tasks. The study emphasizes the potential of PBL to enhance students’ critical thinking and essential skills in educational settings, specifically in an EFL context. Recommendations of the study include implementing strategies to improve time management and establish clear group roles to maximize the benefits of PBL.

The promise of the project to student-centered learning: Connections between elements, curricular design, and practices of project based learning

This paper examined connections between core Project-Based Learning (PBL) elements, curricular design features, and teacher enactment of PBL practices. Twenty-five teachers in underserved communities were interviewed, submitted videos, and provided curricular features of a PBL unit. Artifacts/Interviews were coded according to presence or absence of PBL elements, and videos were coded according to teachers' presence or absence of support. Presence of support was sub-coded as low- and high-support PBL practices. Results revealed that teachers’ design features related to PBL elements; however, design features mainly did not correlate to PBL high-support practices. Additional support may be needed in bridging the gap between PBL instructional designs and their effective realization in the classroom.

Project-based learning in Australian & New Zealand universities: sustainability and scalability

ABSTRACT Project-based learning promotes the development of graduates who will be prepared for future professional engineering practice. Whilst there is much literature on project-based learning, the long-term viability of project-based learning within the Australian & New Zealand context needs further exploration. There is a need to better understand the sustainability and scalability of project-based learning within a context where class sizes can extend to over 800 students. This paper draws on interview data with current project-based learning unit coordinators and industry collaborators to identify (un)sustainable and (un)scalable practice, as well as consider how current practice can move towards sustainable and scalable practice. Key support mechanisms include: resourcing; workload allocations; the freedom to design project units as required; co-coordination models; and a shared understanding of how to interpret student feedback. These findings highlight the support mechanisms required for successful delivery of project-based learning, and provide guidance for academics and their Learning and Teaching leadership on how best to sustain and grow project-based learning in Australia & New Zealand.

Student Uncertainty as a Pedagogical Resource (SUPeR) approach for developing a new era of science literacy: practicing and thinking like a scientist

Student Uncertainty as Pedagogical Resource (SUPeR) is a teaching approach that science teachers can use to promote student scientific literacy, practice, and learning. SUPeR helps students navigate scientific uncertainty to improve understanding of scientific concepts and phenomena. The SUPeR approach consists of four phases: (1) problematize a phenomenon, (2) material practice, (3) argumentative practice, and (4) reflection, transformation, and application. Three design principles are generated to guide how teachers implement the SUPeR approach: (1) engage students in writing and talking about conceptual and epistemic uncertainties; (2) write and talk to raise, maintain, reduce, and postpone scientific uncertainty; and (3) socially engage students to talk and write about uncertainty with peers while making claims and seeking evidence to reach a consensus understanding. A sixth-grade project-based learning unit that features the phenomena of solar panels is examined to illustrate how the SUPeR approach can be applied in designing a lesson plan. The SUPeR approach can be useful for teachers from different grade levels who are struggling to get their students to think “outside the box” and to practice like a scientist. Interviews from twelve science teachers recognized that the SUPeR is a powerful to (1) engage students in learning the new era of literacy, (2) help student use claims and evidence to negotiate their uncertainties, (3) motivate students to assume agency for learning science, and (4) support student to positively view their uncertainty as a resource to engage in scientific practice.

The relationships between elementary students' knowledge‐in‐use performance and their science achievement

AbstractThis longitudinal study examines the relationship between students' knowledge‐in‐use performance and their performance on third‐party designed summative tests within a coherent and equitable learning environment. Focusing on third‐grade students across three consecutive project‐based learning (PBL) units aligned with the Next Generation Science Standards (NGSS), the study includes 1067 participants from 23 schools in a Great Lakes state. Two‐level hierarchical linear modeling estimates the effects of post‐unit assessments on end‐of‐year summative tests. Results indicate that post‐unit assessment performances predict NGSS‐aligned summative test performance. Students experiencing more PBL units demonstrate greater gains on the summative test, with predictions not favoring students from diverse backgrounds. This study underscores the importance of coherence, equity, and the PBL approach in promoting knowledge‐in‐use and science achievement. A systematically coherent PBL environment across multiple units facilitates the development of students' knowledge‐in‐use, highlighting the significance of designing science and engineering practices (SEPs) and crosscutting concepts coherently and progressively, with intentional revisitation of disciplinary core ideas (DCIs). The study also investigates how the PBL approach fosters equitable learning environments for diverse demographic groups, offering equitable opportunities through equity‐oriented design. Contributions include a coherent assessment system that tracks and supports learning aligned with NGSS, emphasizing the predictive power of post‐unit assessments, continuous monitoring and tracking. The implications of context similarity and optimal performance expectations within units are discussed. Findings inform educators, administrators, and policymakers about the benefits of NGSS‐aligned PBL systems and the need for coherent and equitable learning and assessment systems supporting knowledge‐in‐use development and equitable opportunities for all learners.

Project-Based Learning and Perceived Overlap of Self-Regulation and Project-based Learning Techniques for Students with Adverse Childhood Experiences: A Case Study

The purpose of this qualitative case study was to explore the perception of educators transitioning from a traditional learning environment to a project-based learning (PBL). Teachers’ perception of student self-regulation in ages from 8 to 17 were captured. Data were collected from 1-1 interviews with five participants with Missouri teacher certification ranging in grade levels from elementary to high school working with a total of 175 students within a mental health residential school throughout Missouri. Additional data were collected from daily logs, participant interviews, behavioral logs, and regulation logs from classrooms of students with the same background as teacher participants over the last four school years, 2018-22, of teachers who have taught project-based learning units. Daily logs, regulation logs, behavioral logs, and participant interview responses were manually coded twice and then coded a third time using electronic coding via NVivo to ensure bias from Dr Foster was not present. This study supports using project-based learning units with students who have a history of adverse childhood experiences (ACEs). While study findings support the teacher perception that project-based learning activities increase self-regulation from interview responses, regulation logs, and daily logs data could not triangulate this perceived relationship. These findings support the importance of relationships with students with ACEs during PBL to increase self-regulation.

Project-Based Learning and Perceived Effect on Behaviors for Students with Adverse Childhood Experiences: A Case Study

The purpose of this qualitative case study was to explore the perception of educators transitioning from a traditional learning environment to a project-based learning activity environment. Teachers’ perceptions of student behaviors ranging in age from 8 to 17 were captured. Data were collected from 1-1 interviews with five participants with Missouri teacher certification ranging in grade levels from elementary to high school working with a total of 175 students within a mental health residential school for children and youth throughout Missouri. Additional data were collected from lesson reflections, lesson plans, behavioral logs, regulation logs, and supplemental data from critical incident reports from classrooms of students with the same background as teacher participants over the last four school years, 2018-22, of teachers who have taught project-based learning units. Study findings support the teacher's perception that project-based learning activities decrease negative behaviors for students with adverse childhood experiences while increasing engagement, academic skills, and self-regulation. Further, implications from these findings support that project-based learning activities increase student choice, allowing students within a residential mental health classroom to have control.

Thinking in Terms of Change over Time: Opportunities and Challenges of Using System Dynamics Models

Understanding the world around us is a growing necessity for the whole public, as citizens are required to make informed decisions in their everyday lives about complex issues. Systems thinking (ST) is a promising approach for developing solutions to various problems that society faces and has been acknowledged as a crosscutting concept that should be integrated across educational science disciplines. However, studies show that engaging students in ST is challenging, especially concerning aspects like change over time and feedback. Using computational system models and a system dynamics approach can support students in overcoming these challenges when making sense of complex phenomena. In this paper, we describe an empirical study that examines how 10th grade students engage in aspects of ST through computational system modeling as part of a Next Generation Science Standards-aligned project-based learning unit on chemical kinetics. We show students’ increased capacity to explain the underlying mechanism of the phenomenon in terms of change over time that goes beyond linear causal relationships. However, student models and their accompanying explanations were limited in scope as students did not address feedback mechanisms as part of their modeling and explanations. In addition, we describe specific challenges students encountered when evaluating and revising models. In particular, we show epistemological barriers to fruitful use of real-world data for model revision. Our findings provide insights into the opportunities of a system dynamics approach and the challenges that remain in supporting students to make sense of complex phenomena and nonlinear mechanisms.

UBUIngenio: extracurricular enrichment programme for the improvement of high ability students’ creative thinking

Background: High-ability students require effective educational strategies. This study introduces and evaluates a curriculum enrichment programme aimed at enhancing creativity. The programme is based on a competency framework and was implemented using variations of Project-Based Learning (PBL) strategies. Method: A quasi-experimental design compared two interventions using pre-test and post-test groups. The first intervention (N = 38) involved a 12-week PBL unit focused on designing a video game using block-based programming through Scratch. The second intervention (N = 51), also lasting 12 weeks, comprised three separate projects involving vectorial design and programming of an Arduino-based robot. Both interventions used strategies for creative-thinking development. The sample included high-ability students from 8 to 12 years of age. Results: Both interventions significantly increased creativity, with no statistical differences between them. This suggests that both types of PBL interventions effectively improved participants’ creativity. Conclusions: This study suggests that PBL-based curricular enrichment programmes are effective in fostering creativity among high-ability students.

Project-Based Unit Development by Middle School Science Teachers: Investigations on Watershed Water Quality

This case study explored changes in seven in-service middle school science teachers’ understandings of project-based learning (PBL) environments after participating in a summer institute on PBL. Of particular interest was their participation in the institute as learners in a PBL unit exploring the effect of land use on water quality in the watershed. We investigated how well teachers were able to apply their understanding of PBL as they designed their own units on water quality in their watershed. Research questions focused the study on how participation in a summer teacher institute on PBL prepared middle school teachers to describe key features of project-based learning environments, and how well they were able to incorporate these features in PBL units. Data collection included a qualitative pre/post PBL survey, teachers’ watershed units, and field notes from the institute. Findings from the pre and post survey showed that teachers demonstrated a vague understanding of essential features of PBL environments pre institute and a detailed understanding of PBL post institute. Teachers’ units varied in the degrees to which PBL features were exhibited. Strengths of the units included driving questions and benchmark lessons. Shortcomings included few opportunities for student-directed investigation of sub-driving questions.

Modifications of Project-Based Learning to Fit Students with Adverse Childhood Experiences

The purpose of this qualitative case study was to explore the perception of modifications necessary as educators moved away from a traditional learning environment with little movement and high academic stress through the introduction of project-based learning activities specifically for this population of students. Data were collected from 1-1 interviews with five participants teaching within a mental health residential school in Missouri who hold Missouri teacher certification ranging from elementary to high school level working with 175 students, ranging in ages from 8 to 17. Additional data were collected from lesson reflections and lesson plans from classrooms of students with the same background as teacher participants over the last four school years, 2018-22, of teachers who have taught project-based learning units. Interviews, lesson reflections, and lesson plans were manually coded twice and then coded a third time using electronic coding via NVivo to ensure bias from myself was not present. This study supports using project-based learning activities with students across grade levels from elementary to high school who have encountered adverse childhood experiences. Findings from this study support perceived modifications to generate curriculum options that are non-traditional as well as relevant to students within a residential care facility school.

Clearing up misconceptions about project-based learning

After 30 years of practicing, researching, and teaching project-based learning (PBL), Steven Wolk offers insight into what he has learned. He discusses what PBL is and responds to common misunderstandings about how it works. He describes how PBL units are structured, the role of direct instruction in PBL, how students learn content and skills through PBL, and the importance of a culture of inquiry to a PBL classroom. And he shares inspirational ideas for how teachers and schools can take PBL even further, such as by designing problem-based PBL units.

A case study of student development across project-based learning units in middle school chemistry

Numerous theoretical and empirical studies have claimed that project-based learning (PBL) exerts a positive impact on student development. This study explores the development and changes of students across project-based learning units by qualitative research methods. We followed a student group (1 boy and 3 girls) from one class in grade 9 over 3 time points within 1 school year. Classroom observation, focus group student interviews and artifact collection were used to collect data at the end of three units over time.Qualitative research methods were employed for data analysis to determine what competencies students demonstrate and how these competencies changed during 3 units. The results revealed that this student group demonstrated both cognitive (e.g., understanding of core ideas, use of scientific practices, problem solving and creativity) and non-cognitive competencies (e.g., motivation to learn chemistry, collaboration, environmental awareness and perseverance). Three competencies (understanding of core ideas, motivation to learn chemistry, and collaboration) were shown in all three units, and these three competencies gradually improved as the units progressed. The across project-based learning units showed a promising effect on student development. This study concludes with a discussion of challenges and promises for using across project-based learning units to support student development.

Supporting the development of scientific understanding when constructing an evolving explanation

We explore how students developed an integrated understanding of scientific ideas and how they applied their understandings in new situations. We examine the incremental development of 7th grade students’ scientific ideas across four iterations of a scientific explanation related to a freshwater system. We demonstrate that knowing how to make use of scientific ideas to explain phenomena needs to be learned just as developing integrated understanding of scientific ideas needs to be learned. Students participated in an open-ended, long-term project-based learning unit, constructing one explanation over time to address, “How healthy is our stream for freshwater organisms and how do our actions on land potentially impact the water quality of the stream?” The explanation developed over several weeks as new data were collected and analyzed. Students discussed evidence by revisiting scientific ideas and including new scientific ideas. This research investigates two questions: (1) As students engage in writing a scientific explanation over time, to what extent do they develop integrated understanding of appropriate scientific ideas? and (2) When writing about new evidence, do these earlier experiences of writing explanations enable students to make use of new scientific ideas in more sophisticated ways? In other words, do earlier experiences allow students to know how to make use of their ideas in these new situations? The results indicated statistically significant effects. Through various iterations of the explanation students included richer discussion using appropriate scientific ideas. Students were also able to make better use of new knowledge in new situations.

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

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.

Comparing Simulation Sequencing in a Chemistry Online-Supported Project-Based Learning Unit

Comparing Simulation Sequencing in a Chemistry Online-Supported Project-Based Learning Unit

High School Teachers’ Perspectives on Shifting towards Teaching NGSS-Aligned Project Based Learning Curricular Units

ABSTRACT To meet the demands of the Next Generation Science Standards (NGSS), teachers need to reconsider their current instructional practices, shifting from learning about scientific ideas to making sense of phenomena and solving problems using three-dimensional learning components. Project-Based Learning (PBL) provides a framework for creating NGSS-aligned curricular materials that supports this shift. In this study, high school chemistry and physics teachers collaborated with science education researchers to develop PBL-aligned units that were later enacted in their classrooms. Results found several emerging concepts regarding shifting toward PBL: (i) the units helped students build toward the NGSS 3-dimensional learning goals, (ii) using the driving questions was important in providing lessons with coherence and relevance, (iii) students were meaningfully using scientific practices, mostly the practice of developing and using scientific modeling, (iv) students collaborated and shared ideas to make sense of phenomena, and (v) students’ artifacts contributed to their learning and to the assessment of their learning by the teachers. Teachers reported encountering several challenges when shifting to PBL, mostly for those of which it was their first interaction with the PBL approach and the NGSS. These ideas were further supported with students’ data, obtained from real-time reports, indicating students’ increased engagement in the modeling practice and increased opportunities to collaborate and share ideas with other students during most of the PBL units. This study demonstrates that engaging teachers and students with PBL curricula can support successful integration of the NGSS learning goals, as perceived by the teachers and reported by students.

Examining Project-Based Learning Successes and Challenges of Mathematics Preservice Teachers in a Teacher Residency Program: Learning by Doing

This phenomenological study describes how secondary mathematics preservice teachers (PSTs) in a teacher residency program designed and implemented project-based learning (PBL) units. The Six A’s, a framework used to evaluate the rigor and relevance of PBL units, helped capture the research question: What are the successes and challenges PSTs experience as they implement PBL units for the first time? This qualitative study illustrates how PSTs engaged students in relevant learning, wrestled with sustaining the rigor, and included the community to be partners in the projects. Findings indicate that high-quality implementation of PBL instruction requires involving the community, facilitating mathematical learning, and transforming the learning environment. PSTs recognized that a PBL approach requires a shift from traditional teaching practices and reconceptualizing both what it means for teachers to teach mathematics and for students to learn mathematics. This study contributes to the scarce body of knowledge on how teacher residency programs can utilize PBL as an instructional model to prepare PSTs for PBL environments.

Supporting Pupils’ scientific and engineering practices in everyday life contexts at the primary school level during a project-based learning unit in Finland

ABSTRACT The aim of this research was to examine the potential of project-based learning (PBL) and everyday life contexts in developing primary pupils’ scientific and engineering practices. Multiple data were collected in a Finnish primary school class; pupils were aged 7–8 years. The pupils’ practices and creation of artifacts were videotaped and analysed using theory-guided content analysis. The analysis revealed that the designed multidisciplinary PBL unit placed within a familiar everyday life context enabled pupils to practice and communicate scientific and engineering practices supported with digital technology.

Project-based learning in integrated science education: Active teachers’ perceptions and practices

Project-based learning (PBL) is a promising teaching method for integrated science education that has gained momentum in educational research and curriculum reforms, especially as a method to enhance 21st century skills and connected worldview. How teachers implement PBL greatly affects students’ content understanding and development of skills. The purpose of this qualitative study is to highlight active teachers’ PBL practices and their perceptions of the advantages and challenges of implementing PBL to better promote the implementation of PBL in teacher education programs and in integrated science education. This study consisted of two parts: (1) a qualitative-led survey and (2) a case study. First, the data for the survey was collected from January to March 2017 through an online reporting form of an international StarT programme. This programme supports the implementation of interdisciplinary and collaborative PBL in science, mathematics and technology education. 244 teachers from early childhood education to upper secondary school participated from 28 countries. Second, 12 PBL units reported by the teachers were chosen for a case study. The teachers exploited PBL practices that were theme- and inquiry-based, collaborative and engaging to students. However, closer inspection revealed variation and defects in the practices particularly in relation to assessment, using reflection and student-centred approach. In addition, teachers reported several challenges relating to the implementation of PBL. The results indicate that teachers see PBL as beneficial but need support with the implementation. Science teachers’ pedagogical competence in PBL could be promoted through collaborative learning in which students, teachers and other participants are learning from each other.