Engagement in Learning Physics Through Project-Based Learning: A Case Study of Gifted Finnish Upper-Secondary-Level Students

Abstract

Research on the advantages and disadvantages of project-based learning (PBL) among gifted pupils studying physics is scarce. This mixed-methods study investigates engagement, experiences, and learning outcomes among gifted Finnish upper-secondary-level students learning physics through PBL. A six-lesson PBL module on basic Newtonian mechanics was designed and implemented for a group of gifted students ( N = 38), whereas a traditional teacher-driven approach was used among a control group ( N = 38) of gifted students. Data were collected by means of a questionnaire, interviews and a physics test. According to the results, PBL met the preconditions (challenge, skill, interest) for engaging the students in learning physics. It generated interest in learning among the vast majority, but not as many found it challenging. The findings also highlight the impact of autonomy when learning through PBL. No differences in overall learning outcomes were found between the groups.

Factors That Help or Hinder the Development of Talent in Physics: A Qualitative Study of Gifted Finnish Upper Secondary School Students

“…The findings of French et al (2011) revealed that while gifted students demonstrate a preference for studying alone, they are more willing to collaborate with others if they believe their work is appreciated by their peers. In the study by Makkonen et al (2021), more than 80% of the gifted students found that collaboration with like-ability peers was beneficial when utilizing project-based learning in physics. Teamwork, however, can sometimes present challenges: the findings of Kuusisto and Tirri (2015) revealed that disagreements between gifted science students can escalate into non-constructive conflicts.…”

“…Potentially engaging pedagogical approaches for teaching physics to gifted students have also been developed. More specifically, inquiry-based learning approaches, such as project-based learning, have proven useful in developing talent in physics among gifted lower and upper secondary students (Langbeheim, 2015;Makkonen et al, 2021). Likewise, problem-based learning has been shown to improve gifted elementary students' achievements in science units that include physics content (Robinson et al, 2014).…”

How Extensively do Teachers Train Students' Metacognition Abilities in Physics Learning in High School?

“…Many schools and universities are now utilizing digital technology and multimedia to aid in visualizing difficul and abstract physics concepts (Rahim et al, 2022;Sunaryo et al, 2022). Furthermore, many physics teachers are adopting project-based approaches (Yanti et al, 2019;Widyaningsih & Yusuf, 2019;Santyasa et al, 2020;Makkonen et al, 2021) and problem-based approaches (Fauzana, et al, 2019;Pane et al, 2021;Kanyesigye et al, 2022a;Kanyesigye, et al, 2022b;Fonseca et al, 2022) to motivate students and help them better understand physics concepts.…”

Exploring the readiness of high school physics students for project-based hybrid learning in the Sultanate of Oman

“…By involving students in collaborative investigations of real-world problems, PjBL facilitates active and profound learning (Belwal et al, 2020;Gendjova & Yordanova, 2009;Hong Sharon Yam et al, 2010;Papanikolaou & Boubouka, 2010). The performance and engagement of students in physics studies experience a substantial impact through the adoption of PjBL (Araujo et al, 2021;Bobroff & Bouquet, 2016;Makkonen et al, 2021) In light of this, the evolution of the Internet and mobile platforms has created opportunities for hybrid learning, which combines both online and in-person interactions between educators and students. The COVID-19 pandemic has accelerated the integration of technology into physics education, underscoring the need for adaptive and flexible teaching strategies.…”