Project Based Learning in Middle School Science and the Impact on Student Agency

Abstract

Traditional classrooms are teacher-centered learning environments that rely on teachers making decisions about what is going to be learned and how it will be learned. Students become passive participants with limited opportunities to make choices, feel ownership of the learning process, or experience collaborative activities. In a more student-centered learning environment, the teacher facilitates students to become active participants in the learning process by empowering them to drive the learning process. Collaboration, self-assessment, and choice lead to a sense of ownership and engagement that benefit students in school and beyond. The purpose of this study was to determine whether Project-Based Learning (PBL) is an effective student-centered learning strategy that can impact student agency, learning, and motivation in middle school science students. The PBL unit began with local outdoor professionals sharing authentic career experiences and science methods with students, who then selected a topic to research. Students created projects to teach others about the importance of the local watershed and ecosystem before presenting their work to school staff, parents, and the same outdoor professionals. Throughout the unit, students completed learning surveys, self-reflections, and assessments to determine the impact of student-centered strategies on learning and engagement. The results showed significant impact on student agency in the areas of student voice, choice, ownership, reflection, and collaboration. Analysis of surveys and reflections showed an increase in motivation to learn science resulting from authentic connections to the community and real world topics. Students reported they enjoyed having choices in their learning, collaborating with classmates, and creating projects connected to relevant environmental issues in their community. This study showed that Project-Based Learning strategies have a positive impact on student agency, motivation, and learning in middle school science classrooms. Authentic community connections, student choice, and collaborative learning experiences increased students’ sense of ownership and engagement in the learning process.