Project-Based Learning in Science: A Meta-Analysis of Science Achievement Effects

• In Event: Poster Session 7
  In Poster Session: Recent Systematic Reviews and Meta-Analyses in Education

Abstract

This meta-analysis investigates the effect of project-based learning in science courses on science achievement outcomes. Project-based learning is an instructional strategy that emphasizes the integration of science content and practices so that students can solve real-world problems that are relevant to their lives. As states transition to the Next Generation Science Standards (NGSS), many teachers may be interested in adopting project-based learning because its goals align well with those of the NGSS. This analysis finds that the average treatment effect for project-based science interventions is .46 in 17 studies. Policy-makers and teachers should consider project-based learning as a potential approach for improving students’ science learning, both due to demonstrated achievement effects and its congruence with NGSS goals.

Author

• Christopher R Klager, Michigan State University