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

Leena McKinney

doi:10.29333/ijese/13678

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Leena McKinney ¹ ^*

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¹ Utah Valley University, Orem, UT, USA^* Corresponding Author

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^st-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^st-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^th-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^st-century through hands-on learning experiences.

Keywords

project-based learning
21^st-century skills
STEM
applied learning
hands-on approach
higher-level thinking

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INTERDISCIP J ENV SCI ED, 2023, Volume 19, Issue 3, Article No: e2312

https://doi.org/10.29333/ijese/13678

Publication date: 12 Sep 2023

Article Views: 483

Article Downloads: 341

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How to cite this article

APA

McKinney, L. (2023). Effectiveness of project-based learning in a junior high science classroom. Interdisciplinary Journal of Environmental and Science Education, 19(3), e2312. https://doi.org/10.29333/ijese/13678

Vancouver

McKinney L. Effectiveness of project-based learning in a junior high science classroom. INTERDISCIP J ENV SCI ED. 2023;19(3):e2312. https://doi.org/10.29333/ijese/13678

AMA

McKinney L. Effectiveness of project-based learning in a junior high science classroom. INTERDISCIP J ENV SCI ED. 2023;19(3), e2312. https://doi.org/10.29333/ijese/13678

Chicago

McKinney, Leena. "Effectiveness of project-based learning in a junior high science classroom". Interdisciplinary Journal of Environmental and Science Education 2023 19 no. 3 (2023): e2312. https://doi.org/10.29333/ijese/13678

Harvard

McKinney, L. (2023). Effectiveness of project-based learning in a junior high science classroom. Interdisciplinary Journal of Environmental and Science Education, 19(3), e2312. https://doi.org/10.29333/ijese/13678

MLA

McKinney, Leena "Effectiveness of project-based learning in a junior high science classroom". Interdisciplinary Journal of Environmental and Science Education, vol. 19, no. 3, 2023, e2312. https://doi.org/10.29333/ijese/13678