Graduate Students’ Perceptions of the Project-Based Learning (PjBL) Model

Project-Based Learning (PjBL) model is highly recommended to frame STEM learning experiences to achieve transformative education at all levels. This qualitative phenomenological study describes the perceptions and experiences of graduate students, mostly science teachers, towards the PjBL model implemented in the graduate course they were enrolled during the academic year 2022-2023 at the College of Education of a public university of Puerto Rico. The study involved 12 graduate students, 6 master's and 6 doctoral students, who took one of the core courses of their program in Curriculum and Teaching with a subspecialty in Science Education. The findings indicate that the PjBL model was perceived as a constructivist learning model that allowed greater learning of the course content. Motivation and collaborative learning are two elements that stand out as essential to their learning process.