Enhancing STEM Education through Project-Based Learning: A Strategy to Engaging Secondary School Students

Abstract

This study analyzes the impact of project-based learning (PBL) in STEM education using a qualitative approach that combines a literature review, conversation, and observation. PBL has evolved as an effective instructional tool, bridging the gap between academic concepts and practical applications while encouraging critical thinking and problem-solving skills. PBL promotes an authentic learning environment that increases engagement and relevance by immersing students in real-world situations. This study establishes the theoretical foundations, learning theories, and best practices connected with PBL implementation in STEM education through a thorough literature review. Semi-structured interviews and focus group conversations with educators, students, and administrators provide significant insights into their opinions and experiences using PBL. Furthermore, classroom observations capture the dynamics of PBL sessions, student participation, and critical thinking development. Thematic analysis of the collected data indicates common trends, difficulties, and effective PBL in STEM education initiatives. The study's findings add to the current body of research and provide practical advice for enhancing PBL implementation, enabling educators to construct dynamic learning environments that promote critical thinking, collaboration, and real-world application of information. This study contributes to our understanding of the transformative potential of PBL in STEM education and informs educational strategies for preparing students for modern-day challenges.