Scholarly open access journals, Peer-reviewed, and Refereed Journals, Impact factor 8.14 (Calculate by google scholar and Semantic Scholar | AI-Powered Research Tool) , Multidisciplinary, Monthly, Indexing in all major database & Metadata, Citation Generator, Digital Object Identifier(DOI)
This research paper examines the effectiveness of project-based learning (PBL) in teaching social science subjects. The paper starts with a literature review that highlights the benefits of PBL in promoting deep learning, critical thinking, problem-solving, and civic competence. The study then proposes a quasi-experimental design that compares the learning outcomes of students who receive PBL instruction with those who receive traditional instruction. The study will use a mixed-methods approach to gather both quantitative and qualitative data. The paper concludes with a discussion of the potential implications of the study's findings for social science education and future research on the use of PBL in teaching social science subjects.
Keywords:
Project-based learning, social science education, deep learning, critical thinking, problem-solving, civic competence, quasi-experimental design, mixed-methods approach.
Cite Article:
"THE EFFECTIVENESS OF PROJECT BASED LEARNING IN TEACHING SOCIAL SCIENCE SUBJECTS", International Journal for Research Trends and Innovation (www.ijrti.org), ISSN:2455-2631, Vol.8, Issue 4, page no.344 - 345, April-2023, Available :http://www.ijrti.org/papers/IJRTI2304058.pdf
Downloads:
000205293
ISSN:
2456-3315 | IMPACT FACTOR: 8.14 Calculated By Google Scholar| ESTD YEAR: 2016
An International Scholarly Open Access Journal, Peer-Reviewed, Refereed Journal Impact Factor 8.14 Calculate by Google Scholar and Semantic Scholar | AI-Powered Research Tool, Multidisciplinary, Monthly, Multilanguage Journal Indexing in All Major Database & Metadata, Citation Generator