Project Based Learning (PBL) Environment in Teaching Learning Process in Science

Abstract

INTRODUCTION

In the traditional Science classroom, students take notes, practice, do an activity, review and are assessed. There are gaps identified in science education such as science textbooks, instructional materials, and faculty training. The researcher has observed that there was a diminishing gap between the "standards" and "alignment" in science education. The purpose of this study was to describe the use of project-based learning (PBL) in teaching Science among grade 4.

METHODS

This study utilized the descriptive method of research since the study described the use of project-based learning in teaching Science among grade 4 pupils. The respondents include 50 grade 4 and 3 pupils and Science Teachers in Janopol Elementary School.

RESULTS

Data reveals that the two topics that were engaging to students for the use of project-based learning in grade 4 include the digestive system and the skeletal system. A project-based learning environment is an effective approach to teaching Science as it enhances students' performance according to the learning domains -cognitive, skills, and attitude. In spite of the many advantages of the use of the project-based teaching-learning environment in Science, it still draws a lot of problems as perceived by the students and the teachers.

DISCUSSIONS

The researcher recommended to analyze the curriculum guide for in grade 4 science to evaluate wherein project-based learning may be adapted to make the students learning more engaging, and consider the use of project-based learning environment as an approach in teaching Science as it enhances students' performance according to the learning domains -cognitive, skills, and attitude. Moreover, the researcher recommended developing strategies to address the problems encountered both by the teachers and students in the use of project-based teaching-learning environment in Science.