Project-Based Learning in Science Education: 
Enhancing Student Engagement and Refl ective Thinking

Xiaoxi Zhu

doi:10.70711/frim.v2i11.5561

Project-Based Learning in Science Education: Enhancing Student Engagement and Refl ective Thinking

Xiaoxi Zhu

Abstract

Project-Based Learning (PBL) has emerged as an innovative and engaging pedagogical strategy that fosters active involvement
while cultivating important thinking skills. This article explores applying PBL in STEM education, focusing on how it bolsters motivation,
collaboration, and critical analysis. By drawing on recent examinations and practical models, the discussion centers around three pivotal topics: the alignment of PBL with principles of deep reasoning, tactics for seamlessly merging PBL into curricula, and obstacles and remedies
related to enactment. In conclusion, the transformative capacity of PBL is highlighted in cultivating a new generation of scientifi cally literate
and refl ectively-minded learners.

Keywords

Project-Based Learnin;, Deep reasoning; STEM education; Active participation; Pedagogical techniques; Student involvement

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DOI: http://dx.doi.org/10.70711/frim.v2i11.5561

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