Theoretical Exploration of Project-Based Learning in Chemistry Education

DOI: https://doi.org/10.62517/jhet.202415615

Author(s)

Zhang Xinglong, Li Baoning, Zhao Lele

Affiliation(s)

Yulin University, Yulin, Shaanxi, China

Abstract

This study aims to explore the theoretical foundations and application value of Project-Based Learning (PBL) in chemistry education, particularly at the secondary and higher education levels. By reviewing existing domestic and international research on PBL in chemistry teaching, we identify current research hotspots, trends, and gaps. Integrating characteristics of the chemistry discipline, we construct a theoretical framework for PBL from perspectives such as cognitive theory, constructivist educational theory, and situated learning theory. Utilizing content analysis and theoretical synthesis, this study elucidates how PBL, through the design and implementation of authentic projects, enhances students' knowledge construction, innovation capabilities, and overall competencies. We analyze potential application strategies and implementation paths of PBL in chemistry curricula at different educational stages (middle school, high school, and university) and discuss its theoretical advantages in fostering students' learning motivation, critical thinking, and practical skills. Aligning with the latest educational reforms and policies, this research also delves into the core role of PBL in promoting educational equity, cultivating students' social responsibility, and advancing green chemistry education. Through theoretical analysis, we conclude that PBL holds significant theoretical value and practical potential in chemistry teaching, effectively improving students' learning outcomes and comprehensive qualities, and offering an innovative and effective teaching model for future educational reforms.

Keywords

Project-Based Learning; Chemistry Education; Theoretical Framework; Educational Reform; Teaching Model

References

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