The study of the impact of project-based learning on the involvement of primary school students in the process of studying natural sciences

Abstract

The present study is aimed at a comprehensive analysis of the effectiveness of the implementation of project-based learning in the context of science education of primary school students. The paper presents the results of a longitudinal study that included 24 educational institutions of various types with a total sample of 1,247 students and 86 teachers. The methodological triangulation of the study is provided by a combination of quantitative and qualitative methods, including pedagogical experiment, structured observation, psychodiagnostic testing, expert assessment and statistical data analysis using multifactorial analysis of variance. The obtained results demonstrate a statistically significant positive correlation between the integration of project-based learning methodology and an increase in the level of cognitive activity of students (r=0.78, p<0.001). It was found that the systematic application of design techniques provides a 32,7% increase in engagement rates in the experimental groups compared with the control groups. The key factors of the effectiveness of project-based learning are identified: the integration of interdisciplinary connections, the autonomy of student activity, the practical orientation of tasks and a differentiated approach to assessment. The model of step-by-step implementation of project-based learning developed within the framework of the study makes it possible to optimize educational practices in accordance with the requirements of modern educational standards and contributes to the formation of sustained cognitive interest in natural science disciplines.