How Teachers Implement Projects

SUMMARY

Existing Knowledge:

• • Project-Based Learning (PBL) is recognized as a student-centered instructional approach that encourages active exploration of real-world challenges and complex questions. In K-12 science education, PBL has been lauded for promoting critical thinking, collaboration, and hands-on learning.

  • Traditionally, PBL involves students working on a project over an extended period, culminating in a presentation or product that demonstrates their understanding. Previous research has emphasized the role of PBL in making science education more engaging and relevant to students.

New Insights from this Study:

• • This study examines how K-12 science teachers implement PBL in their classrooms, revealing variations in how projects are structured and executed. The findings suggest that while teachers generally support the principles of PBL, the depth of project implementation varies, with some projects lacking the rigor and inquiry-based learning that define high-quality PBL.

  • The study also highlights the challenges teachers face, such as aligning projects with curriculum standards, time constraints, and the need for sufficient resources and professional development.

Putting Research into Practice:

• • To enhance the effectiveness of PBL in science education, the study suggests that teachers need more support in designing and implementing rigorous, inquiry-based projects. Professional development programs should focus on equipping teachers with strategies to align PBL with curriculum standards while maintaining the integrity of student-centered, inquiry-driven learning.

  • Schools should also provide the necessary resources and time to allow teachers to implement PBL effectively, ensuring that projects are not only engaging but also meet educational objectives in science education.

STORY

The Project-Based Learning Challenge

At Summit View Middle School, Mr. Johnson’s 7th grade science class was about to kick off an exciting new project-based learning (PBL) initiative. The students had been buzzing with anticipation since Mr. Johnson introduced the project—a deep dive into renewable energy sources. The goal: to create models and presentations that would showcase their understanding of sustainable energy.

Mr. Johnson, a passionate advocate of PBL, was keen to explore how this teaching method could enhance his students' learning. Project-Based Learning, as he knew, was supposed to encourage students to tackle real-world challenges, fostering critical thinking and collaboration. Yet, he was aware from recent research that the way PBL was implemented could vary significantly among teachers.

In preparing for the project, Mr. Johnson faced several hurdles. He had to align the project with the science curriculum, work within tight time constraints, and manage limited resources. Despite these challenges, he was determined to ensure the project was as rigorous and engaging as possible. He knew that some previous studies had shown that not all PBL projects hit the mark; some lacked the depth and inquiry-based approach that made PBL so effective.

As the weeks went by, Mr. Johnson’s classroom became a hive of activity. Students researched different renewable energy sources, built models of wind turbines, solar panels, and bioenergy systems, and prepared presentations to share their findings. The room buzzed with the sounds of collaboration and discovery.

However, Mr. Johnson soon noticed the variations in how students engaged with the project. Some groups delved deeply into their research, while others seemed less engaged. This variation reflected what the study had revealed: while teachers supported the idea of PBL, the execution often varied, with some projects lacking the depth needed for high-quality learning.

Determined to overcome these challenges, Mr. Johnson reached out for additional support. He attended professional development workshops focused on enhancing PBL strategies and learned new ways to align projects with curriculum standards while maintaining a strong emphasis on inquiry-based learning.

By the end of the project, the students presented impressive models and findings. The top groups demonstrated a thorough understanding of their topics, showcasing what they had learned in both their models and their presentations. The project was a success, but Mr. Johnson recognized the need for ongoing improvement.

To truly make PBL effective, he realized, teachers needed more support—better resources, adequate time, and professional development to refine their project designs. Summit View’s administration took note and began to allocate more resources for PBL and offered additional training for teachers.

The project not only highlighted the strengths of PBL but also the areas for growth. Summit View’s commitment to refining their approach promised a brighter future for science education, where projects would not only engage students but also meet rigorous educational standards.

Reference:

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

Authors: Anette Markula and Maija Aksela

Journal:  Disciplinary and Interdisciplinary Science Education Research  Publication Year: 2022

Key Terms: Key characteristics, Design principles, Project-based learning, Interdisciplinary education, Teachers, Students, Implementation

Science education, Biology education