LEARNING THROUGH PROJECTS: EXPLORING ELEMENTARY STUDENTS’ EXPERIENCES IN SCIENCE EDUCATION
Abstract
The concept of project-based learning (PBL) has become one of the most revolutionary pedagogical elements in science at the elementary level with an emphasis on inquiry and collaboration, as well as, practical application (students). In this research, the authors examine the experience of elementary students working on PBL to learn how it affects the student engagement, understanding of concepts, and attitudes to science. The qualitative research design was used where classroom observations, observations, semi structured interviews and reflective journals of Grade 4 and 5 students in three schools were adopted. It utilized thematic analysis in order to determine the patterns in the perceptions and the learning behaviors of the students. It was an assumption of the study that patients did not have much previous experience of PBL and they had to work under a conducive teaching setting. Results indicated a higher interest in science, a greater sense of confidence in solving a problem and a more endowed sense of ownership in the course of learning. Students also reported that they liked working in team and putting concepts in practice through real projects. PBL helped create more engagement and held interest as compared to the traditional one.
