Promoting 3rd grade pupils’ learning of science knowledge through project-based learning in a Finnish primary school

Abstract

We explored third grade pupils’ (9–10-years, n = 22) learning of various science knowledge while engaged in scientific practices during a designed project-based learning (PBL) module. The topics selected were familiar to pupils, such as the dissolution of sugar and rising of dough with yeast. The study sheds light on the type of knowledge the pupils communicate with while they are involved in scientific practices and creation of digital artefacts. The video recorded data were collected in a Finnish primary school classroom. In total 22 clips (duration of 2–8 minutes) were the primary data. The qualitative content analysis revealed that the pupils engaged in factual, conceptual, procedural, and metacognitive knowledge in PBL collaborative activities. The analyses described pupils’ interactions and actions when they employed these different types of knowledge. In conclusion, PBL modules based on familiar everyday contexts can support primary pupils to learn scientific practices and use versatile types of knowledge.