Evaluating the Impact of Project-Based Learning in Supporting Students with the A-Level Chemistry Curriculum in Northern Ireland

Abstract

Toward Greener Fragrances (TGF) is a collaboration between the Institute for Research in Schools (IRIS) and the Ionic Liquids Laboratory (QUILL) at Queen's University Belfast (QUB) supported by funding from the Royal Society of Chemistry (RSC). TGF provided forty-nine post-16 students with a different perspective on chemistry, allowing them to experience the creativity of scientific research and learn how it relates to the real world. The project created the opportunity to work in an emerging scientific field that is accessible to students who, it transpired, have a real passion for higher-level chemistry. During the course of the eight-month extra-curricular project, students gained hands-on research experience in risk assessment, design of experiments, lab-based synthesis, and analysis, all of which was facilitated either in their respective schools or at university research facilities. The climax of the project was the opportunity for students to participate in a research conference. Hence, the project allowed them to work on chemical reactions studied at the Alevel, develop practical skills, and gain insight into the research profession. Participants were surveyed at registration and at the end of their involvement to assess the impact of the project on the knowledge of chemistry and career aspirations. Teachers observed that the project encouraged students to work collaboratively, an experience that the students themselves reported as enjoyable. It is clear that the project had a significant positive impact on those who participated.

Evaluating Students' Experiences with Project-Based Learning in Online Educational Contexts

“…Online Project-Based Learning draws upon constructivist theories, emphasizing active engagement, social interaction, and authentic experiences as catalysts for knowledge construction and skill development (Chang et al, 2024;Plews et al, 2024;Wijnia et al, 2024). According to Ismail et al (2024), McLaughlin et al (2024, and Zhang et al (2024), PjBL aligns with constructivist principles by situating learning within real-world contexts, where students collaborate to solve complex problems, apply theoretical concepts, and construct meaning through hands-on experiences. Additionally, sociocultural theory underscores the importance of social interaction and collaborative learning in cognitive development, highlighting the role of peers, mentors, and community members in scaffolding learning experiences within online PjBL environments (Al-Bahadli et al, 2023;do Amaral et al, 2023;Mielikäinen & Viippola, 2023;Zhong & Lyu, 2022).…”

Investigating Students’ Perceptions of Collaborative Online Project-Based Learning in Higher Education

“…Exploring these factors could provide valuable insights into how to optimize group dynamics, foster inclusivity, and promote equitable participation in COPjBL projects. Additionally, the online aspect of COPjBL offers unique advantages, such as increased accessibility and flexibility (McLaughlin et al, 2024;Razali et al, 2015;Suartama et al, 2023). By leveraging digital technologies, COPjBL transcends geographical limitations, allowing students to participate in collaborative activities regardless of their physical location.…”

Exploring Teachers' Perspectives on Their Role in Facilitating Project-Based Learning: A Comparative Study of Elementary, Middle, and High School

“…Project-Based Learning (PjBL) has gained considerable attention in educational research and practice for its potential to enhance student engagement, critical thinking, and problem-solving skills (Chang et al, 2024;Crawford et al, 2024;McLaughlin et al, 2024). This section provides a comprehensive review of the literature on PjBL, focusing on its theoretical foundations, pedagogical models, empirical evidence, and current trends.…”

“…Recent trends in PjBL research include a focus on integrating technology, fostering equity and inclusion, and promoting interdisciplinary collaboration (Crawford et al, 2024;McLaughlin et al, 2024;Zhang et al, 2024;Zhong & Lyu, 2022). Researchers have explored innovative ways to leverage technology to enhance PjBL experiences with the widespread adoption of digital tools and online platforms.…”