Student Learning Experiences in Project-Based Learning in Science

Abstract

Science education in the twenty-first century requires instructional approaches that encourage active participation, critical thinking, and meaningful learning experiences. One approach that supports these objectives is Project-Based Learning (PjBL), which positions students as active participants in solving real-world problems through collaborative projects. This study aims to analyze students’ learning experiences during the implementation of Project-Based Learning in science subjects. The research employed a qualitative descriptive design to explore students’ engagement, collaboration, autonomy, and challenges encountered during project activities. Data were collected through classroom observations, semi-structured interviews, and documentation of students’ project work. The data were analyzed using thematic analysis to identify patterns related to students’ learning experiences in the PjBL environment. The findings indicate that Project-Based Learning enhances students’ engagement and participation in science learning. Students become more active in discussions, collaborative problem-solving, and experimentation, which contributes to deeper conceptual understanding and improved scientific literacy. In addition, PjBL encourages learning autonomy and the development of twenty-first century skills such as critical thinking, teamwork, and creativity. However, some challenges were identified, particularly related to time management and coordination within project groups. Overall, the study concludes that Project-Based Learning provides meaningful and interactive learning experiences that support both cognitive and affective development in science education.