Incorporating Project Based Learning into K-12 Science Classrooms in Public Schools

Authors

  • Victoria Pope University of Toledo

Keywords:

Project Based Learning, Science, Implementation, Public Schools, Testing, Early childhood, K-12 Classrooms

Abstract

In the U.S., majority of public schools follow scripted curriculum and teacher-directed teaching. Although Project Based Learning is apparent in a few schools throughout the U.S, most schools, specifically lower income and urban schools do not have Project Based Learning in their science classrooms. Therefore, students may not have the ability to explore learning content through hands-on experiences and through relatable interest. Yet, according to research, Project Based Learning can improve the skills and learning of students in the classroom and increase test scores. Thus, based on research, this manuscript will discuss information on Project Based Learning and support the claim that Project Based Learning should become the main pedagogy in science classes in K-12 public schools.

References

Giesige, S. N. (2017). Project-based learning as an alternative to the pedagogy of poverty in low-income schools. Learning to Teach Language Arts, Mathematics, Science, and Social Studies Through Research and Practice, 6(1), 1–6.

Milner, R. H. (2014). Scripted and narrowed curriculum reform in urban schools. SAGE Journals, 49(7). https://journals.sagepub.com/doi/full/10.1177/0042085914549685

PBLWorks. (2021a). What is PBL? Buick Institute for Learning, PBL Works https://www.pblworks.org/what-is-pbl

PBLWorks. (2021b). Why PBL? Buick Institute for Learning, PBL Works https://www.pblworks.org

Ribeiro, L. R. C. (2011). The pros and cons of problem-based learning from the teacher’s standpoint. Journal of University Teaching & Learning Practice, 8(1), 1-17. https://ro.uow.edu.au/jutlp/vol8/iss1/4

Published

2021-10-01

How to Cite

Pope, V. (2021). Incorporating Project Based Learning into K-12 Science Classrooms in Public Schools. Learning to Teach, 10(1). Retrieved from https://openjournals.utoledo.edu/index.php/learningtoteach/article/view/499

Issue

Section

Section on Science