Effects of using project-based learning in biology teaching

• Published in: Inovacije u nastavi : časopis za savremenu nastavu Vol. 37; no. 1; pp. 61 - 74
• Main Authors: Županec, Vera, Lazarević, Tihomir, Olić-Ninković, Stanislava
• Format: Journal Article
• Language: English
• Published: University of Belgrade, Teacher Education Faculty 01.03.2024
• Subjects: elementary school; project-based learning; project-based teaching; teaching biology
• ISSN: 0352-2334; 2335-0806
• DOI: 10.5937/inovacije2401061Z

Project-Based Learning (PBL) enables students, by solving tasks within the project, to be much more active in classes and acquire knowledge through practical activities and experiences. The aim of the research was to determine the effects of the application of PBL in terms of student success in knowledge tests, then in terms of the durability of knowledge and mental effort that students invest by applying different teaching models. The sample included 406 fifth-grade students from four elementary schools in Novi Sad (Serbia). For the needs of the research, the following instruments were designed: knowledge tests (pre-test, post-test, re-test) and the scale of assessment of students' mental effort, which were applied in the research. The research has shown that PBL is more effective than traditional teaching (ex-catedra teaching), because students who attended this type of classes achieved better results on knowledge tests, their knowledge is more permanent, and mental effort is lower. The obtained results have theoretical and practical significance and suggest that PBL should be applied more in elementary schools within the subject of biology, but also within other subjects and higher levels of education.