A qualitative study using project-based learning in a mainstream middle school

Abstract

Project-based learning taps into students' interests by allowing them to create projects that result in meaningful learning experiences. The method requires teachers to identify projects that challenge students to work individually or in groups to create plans, solve problems they encounter, test their ideas, and present their projects to peers. The article shares lessons learned in a mainstream middle school that in collaboration with the authors developed and implemented project-based learning. The effectiveness of the implementation was assessed by analyzing teacher acceptance and student engagement. The approach presented teachers with a unique set of problems involving time, fairness, and control; however, the authors concluded that teachers accepted the project-based learning teaching approach and that students were highly engaged in the process.