The Effect of Project-Based Learning on Student Motivation and Collaboration in Science

Authors

  • Brooke Heuerman University of Toledo

Keywords:

science, project-based learning, education

Abstract

Project-based learning is a fairly new teaching strategy that is being used today. This strategy includes the use of projects to create an immersive environment for students to learn. Students are involved in the material and are required to use critical thinking skills to solve the problems given by the teacher. Students in the science classroom can often become disengaged in the material and project-based learning can be used to help increase motivation. This article discusses the positives to incorporate project-based learning in the classroom and how project-based learning increases student motivation and collaboration in the classroom.

References

Asghar, A., Ellington, R., Rice, E., Johnson, F., & Prime, G. M. (2012). Supporting STEM Education in Secondary Science Contexts. Interdisciplinary Journal of Problem-Based Learning, 6(2), 85–125. https://doi.org/10.7771/1541-5015.1349

Bartscher, K., & And Others. (1995). Increasing Student Motivation through Project-Based Learning.

Sage, S. M. (1996). A Qualitative Examination of Problem-Based Learning at the K-8 Level: Preliminary Findings.

Selcuk, G. S. (n.d.). The effects of problem-based learning on pre-service teachers’ achievement, approaches and attitudes towards learning physics. INTERNATIONAL JOURNAL OF THE PHYSICAL SCIENCES, 5(6), 711–723.

Tamim, S. R., & Grant, M. M. (2013). Definitions and Uses: Case Study of Teachers Implementing Project-Based Learning. Interdisciplinary Journal of Problem-Based Learning, 7(2), 72–101.

Published

2020-10-16

How to Cite

Heuerman, B. (2020). The Effect of Project-Based Learning on Student Motivation and Collaboration in Science. Learning to Teach, 9(1). Retrieved from https://openjournals.utoledo.edu/index.php/learningtoteach/article/view/412

Issue

Section

Section on Science