Project-based Learning in Early Science Education A Systematic Review

Abstract

This study systematically reviews the effectiveness of Project-Based Learning (PjBL) in early science education, focusing on its impact on children's critical thinking and cooperative skills. Employing the PRISMA guidelines, a systematic search was conducted across major databases, resulting in the selection of 49 relevant studies published between 2019 and 2023. The analysis reveals that PjBL not only enhances scientific understanding and 21st-century skills among young learners but also significantly improves their engagement and collaborative abilities through real-world problem-solving and interdisciplinary learning. However, challenges such as resource limitations and the need for teacher training are identified. The study underscores the necessity for future research to explore optimized PjBL implementations and assess long-term learning outcomes. The findings provide substantial evidence of PjBL’s potential in reforming early science education, advocating for integrated approaches to foster critical thinking and cooperation among young learners, thereby preparing them for future academic and professional challenges.