PREDICTIVE EFFECT OF PROJECT-BASED LEARNING QUALITY ON SCIENTIFIC PROBLEM-SOLVING ABILITY

Many studies have examined the relationship between project-based learning (PBL) and scientific problem-solving ability, but few have addressed the issue of the quality of PBL (QPBL). This study analyzed two-wave data collected from 4,568 seventh-grade Chinese students. Pretest and posttest of scientific problem-solving ability were conducted through computer-based assessment featuring interactive tasks, and the students’ QPBL scores were collected through a questionnaire. Hierarchical linear modeling (HLM) indicated that QPBL positively predicted students’ scientific problem-solving ability. Specifically, “authenticity” positively predicted all three subcomponents of scientific problem-solving ability (design of scientific inquiry, scientific reasoning, and scientific explanation); “autonomy in research questions” negatively predicted all three subcomponents; and “group collaboration” and “project demonstration” positively predicted some of the subcomponents. These findings enrich the literature on the predictive effects of QPBL on scientific problem-solving ability in specific educational and cultural contexts and have practical implications for teachers seeking to apply PBL more effectively to enhance students’ scientific problem-solving ability. Keywords: project-based learning, scientific problem-solving ability, hierarchical linear modeling