EFFECTIVENESS OF PROJECT-BASED LEARNING IN THE HIGH SCHOOL SCIENCE CLASSROOM

Maski, Kalpana; Sarkar, Shivalika

dc.contributor.author	Maski, Kalpana
dc.contributor.author	Sarkar, Shivalika
dc.date.accessioned	2025-01-21T10:20:22Z
dc.date.available	2025-01-21T10:20:22Z
dc.date.issued	2019
dc.identifier.uri	http://13.126.40.108:8080/xmlui/handle/123456789/660
dc.description.abstract	Throughout my years of teaching science I observed that students lacked motivation and drive to be successful in science class. Especially in the rural areas, students consistently struggle to grasp science concepts, frequently form their own misconceptions, and have little to no experience with the many lopics covered in science. Project based learning (PBL) is teaching strategy that is regaining the spot light in the educational field. Weil (1994) addresses the fact that in order to keep teachers and students inspired in education, new methods in teaching need to be constantly adjusted to stay current. The concept of project-based learning is not new. but is gaining attention in the educational field once again.	en_US
dc.language.iso	en	en_US
dc.publisher	Regional Institute of Education, Bhopal	en_US
dc.relation.ispartofseries	77;
dc.subject	Creative Learning	en_US
dc.subject	collaborative Environment	en_US
dc.subject	High School Science	en_US
dc.subject	Inquiry Based Learning	en_US
dc.subject	Deeper Learning Outcome	en_US
dc.title	EFFECTIVENESS OF PROJECT-BASED LEARNING IN THE HIGH SCHOOL SCIENCE CLASSROOM	en_US
dc.type	Thesis	en_US