Predictive Effect of Project-Based Learning Quality on Scientific Problem-Solving Ability
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| Title: | Predictive Effect of Project-Based Learning Quality on Scientific Problem-Solving Ability |
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| Language: | English |
| Authors: | Pingping Zhao (ORCID |
| Source: | Journal of Baltic Science Education. 2026 25(1):190-206. |
| Availability: | Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education Elementary Education Grade 7 |
| Descriptors: | Prediction, Student Projects, Active Learning, Science Process Skills, Problem Solving, Middle School Students, Secondary School Science, Grade 7, Science Tests, Computer Assisted Testing, Scores, Educational Quality |
| ISSN: | 1648-3898 2538-7138 |
| Abstract: | Many studies have examined the relationship between project-based learning (PBL) and scientific problemsolving ability, but few have addressed the issue of the quality of PBL (QPBL). This study analyzed two-wave data collected from 4,568 seventh-grade Chinese students. Pretest and posttest of scientific problem-solving ability were conducted through computer-based assessment featuring interactive tasks, and the students' QPBL scores were collected through a questionnaire. Hierarchical linear modeling (HLM) indicated that QPBL positively predicted students' scientific problem-solving ability. Specifically, "authenticity" positively predicted all three subcomponents of scientific problem-solving ability (design of scientific inquiry, scientific reasoning, and scientific explanation); "autonomy in research questions" negatively predicted all three subcomponents; and "group collaboration" and "project demonstration" positively predicted some of the subcomponents. These findings enrich the literature on the predictive effects of QPBL on scientific problem-solving ability in specific educational and cultural contexts and have practical implications for teachers seeking to apply PBL more effectively to enhance students' scientific problem-solving ability. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506495 |
| Database: | ERIC |
| Abstract: | Many studies have examined the relationship between project-based learning (PBL) and scientific problemsolving ability, but few have addressed the issue of the quality of PBL (QPBL). This study analyzed two-wave data collected from 4,568 seventh-grade Chinese students. Pretest and posttest of scientific problem-solving ability were conducted through computer-based assessment featuring interactive tasks, and the students' QPBL scores were collected through a questionnaire. Hierarchical linear modeling (HLM) indicated that QPBL positively predicted students' scientific problem-solving ability. Specifically, "authenticity" positively predicted all three subcomponents of scientific problem-solving ability (design of scientific inquiry, scientific reasoning, and scientific explanation); "autonomy in research questions" negatively predicted all three subcomponents; and "group collaboration" and "project demonstration" positively predicted some of the subcomponents. These findings enrich the literature on the predictive effects of QPBL on scientific problem-solving ability in specific educational and cultural contexts and have practical implications for teachers seeking to apply PBL more effectively to enhance students' scientific problem-solving ability. |
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| ISSN: | 1648-3898 2538-7138 |
