1. Aksela, M., & Haatainen, O. (2019). Project‐based learning (PBL) in practice: Active Teachers’ Views of Its Advantages and Challenges. Integrated Education for the Real World: 5th International STEM in Education Conference Post-Conference Proceedings. Queensland University of Technology.
2. Alozie, N. M., Moje, E. B., & Krajcik, J. S. (2010). An analysis of the supports and constraints for scientific discussion in high school project-based science. Science Education,94(3), 395–427. https://doi.org/10.1002/sce.20365
3. American Association for the Advancement of Science. (1993). Benchmarks for science literacy. Oxford University Press.
4. Anderson, L. W., Krathwohl, D. R., Airasian, P. W., et al. (2001). Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Addison Wesley Longman.
5. Ayaz, M. F., & Söylemez, M. (2015). The Effect of the Project-Based Learning Approach on the Academic Achievements of the Students in Science Classes in Turkey: A Meta-Analysis Study. TED EĞİTİM ve BİLİM, 40(178). https://doi.org/10.15390/eb.2015.4000