The Paradox of Project-based Learning in Chinese Science Education Reformation

Abstract

<p>This study investigates how frontline middle school science teachers in Hangzhou, China understand, develop, and implement project-based learning (PBL) courses amidst ongoing curriculum reform, and the challenges they encounter in the process. Through semi-structured interviews with eight junior middle school science teachers (5 male and 3 female), analyzed using thematic analysis, we found that while in- service teachers share researchers' conceptual understanding of PBL's pedagogical content knowledge (PCK), their actual practice often diverges from these ideals. Experienced teachers, accustomed to traditional teaching methods, struggle to break free from test-centered habits when adopting PBL. Furthermore, teachers face three key challenges in implementing PBL: lack of PCK, lack of content and technological knowledge, and inadequate support from school management. Notably, the dissonance between teachers' understanding and implementation of PBL engenders doubt about "real PBL" and their own PCK. These findings underscore the urgent need for effective in-service professional development to bridge the chasm between PBL ideals and classroom realities, especially as China's science education curriculum undergoes reform to incorporate more PBL components. <br></p>