##plugins.themes.bootstrap3.article.main##

##plugins.themes.bootstrap3.article.sidebar##

Published Apr 30, 2019

Jijun Yao

Haiyan Sun  

Yahui Tian

Hui Gu

Abstract

This study explores the teaching method of project-based learning (PBL) compared to the traditional teaching method in Chinese schools by investigating the effects of PBL on junior school students. A teaching unit lasting two weeks on inheritance and genetics was used as curriculum and student achievement compared between an experimental group (n = 107) where PBL instruction was used versus the control group (n = 103) where standard traditional classroom instruction was used. Students in the PBL group had significantly higher scores in learning procedure (d = 1.003), achievements (d = 0.566) and students’ self-assessment (d = 1.539). The overall effect size for the PBL group was d = 0.989.

Downloads

Download data is not yet available.

##plugins.themes.bootstrap3.article.details##

Keywords

Traditional Teaching Method, Project-Based Learning, Students' Learning Achievements

Supporting Agencies

China Humanities and Social Sciences Research Fund Project (2018) for the Ministry of Education: Studies on the Influencing Factors and Mechanisms of STEM on Prima- ry and Secondary School Students’ (Project Approval Number: 18YJA880108);

The Priority Academic Program Development of Jiangsu Higher Education Institutions (PAPD).

References
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. Clear House, 83(2): 39-43.

Bilgin, A., Boedeker, P., Capraro, R. M., & Capraro, M. M. (2015). The Effects of STEM PBL on Students' Mathematical and Scientific Vocabulary Knowledge. Online Submission, 2(2):69-75.

Chen, Z. Q. (2017). Interdisciplinary STEM Learning Exploration under PBL Model. Inform Tech Edu Prim Second Sch, 18(10):59-60.

Doppelt, Y. (2005). Assessment of project-based learning in a mechatronics context. J Tech Edu, 16(2):7-24.

Karaçalli, S., & Korur, F. (2014). The effects of project-based learning on students' academic achievement, attitude, and retention of knowledge: The subject of “electricity in our lives”. Sch Sci Math, 114(5):224-235.

Li, L. (2018). Coexistence education model with STEM, PBL and traditional culture. Edu Sci Forum, 33(32): 27-30.

Li, L. J. (2010). On the Cultivation of Creative Thinking in Project Learning Model. Modern Edu Tech,19(13):150-152.

Miles, R., Slagter van Tryon, P. J., & Mensah, F. M. (2015). Mathematics and Science Teachers Professional Development with Local Businesses to Introduce Middle and High School Students to Opportunities in STEM Careers. Sci Educator, 24(1):1-11.

Rajan, K. P., Gopanna, A., & Thomas, S. P. (2019). A project based learning (PBL) Approach involving pet recycling in chemical engineering education. Recycling, 4(1):10.

Ralph, R. A. (2016). Post-secondary project-based learning in science, technology, engineering and mathematics. J Tech Sci Edu, 6(1).

Sari, U., Alici, M., & Sen, Ö. F. (2018). The Effect of STEM Instruction on Attitude, Career Perception and Career Interest in a Problem-Based Learning Environment and Student Opinions. Electron J Sci Edu, 22(1):1-21.

Song, B. (2019) Teaching Reform Practice Based on PBL Teaching Method. Shanxi Architect, 45(4):243-244.

Zhang, P. M. (2019) On the Development of PBL Course in Primary School Chinese Learning. J Hubei Norm Univ (Phil Soc Sci Ed), 39 (1):143-145.
How to Cite
Yao, J., Sun, H., Tian, Y., & Gu, H. (2019). Project-Based Learning in Chinese Middle-School Students Is More Effective than the Traditional Teaching Method: An Experimental Study. Science Insights Education Frontiers, 2(2), 115-121. https://doi.org/10.15354/sief.19.ar052
Section
Original Article