Using Project-Based Learning in Teaching Science to Develop Scientific Concepts for Preparatory Stage Pupils

Abstract

This research aimed to determine the effectiveness of using project-based learning (PBL) in teaching science to develop scientific concepts for first-year preparatory school pupils. The teaching and learning materials were represented in the student’s book and a teacher’s guide in the "Energy" unit, which is assigned to first-year preparatory school pupils within the science curriculum course in the first semester of the academic year 2023/2024. These materials were formulated according to the principles of PBL for pupils of the experimental group. The measurement tool was represented in a test of the scientific concepts included in the "Energy" unit, in light of the CAPS cognitive levels: (content knowledge, comprehension and application, critical thinking, and problem-solving). The research group was selected from first-year preparatory school pupils in Malawi Educational Administration. It consisted of (90) female pupils, who were divided into two groups: the control group, which included 45 students who studied the "Energy" unit using the regular method, and the experimental group, which also included 45 students who studied the unit through PBL. A experimental design with pre-test and post-test measurement for both the control and experimental groups was used to assess the effect of the experimental variable (PBL). The research results indicated the effectiveness of project-based learning in teaching the "Energy" unit to develop scientific concepts for first-year preparatory school pupils. The study has concluded with a number of recommendations and suggested research based on the findings.