A case study of student development across project-based learning units in middle school chemistry

Abstract

AbstractNumerous theoretical and empirical studies have claimed that project-based learning (PBL) exerts a positive impact on student development. This study explores the development and changes of students across project-based learning units by qualitative research methods. We followed a student group (1 boy and 3 girls) from one class in grade 9 over 3 time points within 1 school year. Classroom observation, focus group student interviews and artifact collection were used to collect data at the end of three units over time.Qualitative research methods were employed for data analysis to determine what competencies students demonstrate and how these competencies changed during 3 units. The results revealed that this student group demonstrated both cognitive (e.g., understanding of core ideas, use of scientific practices, problem solving and creativity) and non-cognitive competencies (e.g., motivation to learn chemistry, collaboration, environmental awareness and perseverance). Three competencies (understanding of core ideas, motivation to learn chemistry, and collaboration) were shown in all three units, and these three competencies gradually improved as the units progressed. The across project-based learning units showed a promising effect on student development. This study concludes with a discussion of challenges and promises for using across project-based learning units to support student development.