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Cited by 264Problem and Project Based LearningScience Education and PedagogySTEM Education

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

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Markula, Anette, Aksela, Maija·2022·Disciplinary and Interdisciplinary Science Education Research
DOI 10.1186/s43031-021-00042-x
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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.

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  • PBL allows students to develop practical skills through active participation in exploration, inquiry, and problem-solving and fosters critical thinking, creativity, communication, collaboration, and practical application of knowledge across different subjects.

    “Unlike traditional memorization-based methods, PBL allows students to develop practical skills through active participation in exploration, inquiry, and problem-solving and fosters critical thinking, creativity, communication, collaboration, and practical application of knowledge across different subjects [21,23,24].”

    From Eight-Year Journey with the FIRST Program: How Robots Build Kids (2024) · cites this paper as [21]

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Cited by

Sorted by citations

Authors
Markula, A., & Aksela, M.
Affiliations
University of Helsinki (FI)
Corresponding author
Aksela, Maija
ORCID
Aksela, Maija
Venue
Disciplinary and Interdisciplinary Science Education Research
Publisher
Springer Science and Business Media LLC
Published
2022-01-06
Volume
4
Issue
1
ISSN
2662-2300 (ISSN-L)
DOI
10.1186/s43031-021-00042-x
OpenAlex
W4205506063
Cited by
264
References
5
Citations by year
2026: 54 · 2025: 78 · 2024: 75 · 2023: 44 · 2022: 13
FWCI
113.28
Type
journal article
Language
en
Open access
Licence
Locations
  • Disciplinary and Interdisciplinary Science Education Research (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
  • Työväentutkimus Vuosikirja (submittedVersion)
Funders
LUMA resources
Topics
  • Social Sciences › Education › Problem and Project Based Learning
  • Social Sciences › Education › Science Education and Pedagogy
  • Social Sciences › Education › STEM Education
Keywords
project-based learning, K-12 science education, biology education, teacher implementation challenges, scientific practice, student cooperation, artifacts, technological tools, student-led inquiry, driving questions, teacher professional development

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