A comparison between project-based learning. and conventional teaching strategies

Abstract

This study compared Project-based learning to conventional teaching methods of class discussion, lab, video, and note taking to determine its effectiveness at helping students understand Earth science concepts. Two ninth-grade Earth science classes were given two different projects. The first project had students create a fourth-grade book concerning weather related topics and they presented their books to local elementary students. The second project had students prepare and present a PowerPoint to a community panel by discussing climate change and specifically if they feel humans are the cause. The community panel consisted of a United States Forest Service firefighter, farmer, and mother. While one class did the project the other class was instructed using conventional methods. Students were assessed and data was analyzed via pre and post test, surveys, teacher observation, quizzes, and artifacts produced during projects. Results showed an increase in understanding for students who had higher achievement levels and were engaged during the course of the project.