Project-Based Learning in Middle School Science: Curriculum Design, Implementation, and Impacts on Diverse Learners

• In Event: Student engagement in PBL and PjBL learning

Abstract

Persistent challenges in science education, including low motivation, declining engagement, and inequitable achievement, disproportionately affect historically marginalized student populations. Reform efforts such as the Framework for K–12 Science Education and the Next Generation Science Standards emphasize authentic, inquiry-based approaches supported by technology. Project-based learning (PBL) aligns with these priorities and has emerged as a promising strategy for middle school science, a pivotal stage for shaping science identities and engagement. This systematic literature review analyzes 16 empirical studies to identify (a) curriculum design features and content represented in PBL and project-based science (PBS) curricula and (b) how these curricula are implemented and their effects on historically marginalized students. Findings highlight equity-focused design, implementation challenges, and opportunities for culturally relevant, inquiry-driven science learning.

Authors

• Shanna Lillis, Florida Alantic University

• Sabrina F. Sembiante, Florida Atlantic University