PROJECT-BASED LEARNING: A PANACEA TO BRIDGING THE GAP BETWEEN RESEARCH AND PRACTICE IN CHEMISTRY EDUCATION

Abstract

The existence of a gap between research and practice in chemistry education has 
been the topic of many discussions. In recent years, many efforts have been to 
overcome this gap, one of which is the use of Project-Based Learning (PBL) in 
teaching. Project-Based Learning is a student-centered, inquiry-based educational 
approach in which students design and execute projects that address meaningful 
challenges. It has been adopted across various educational levels, disciplines, and 
cultural contexts, leading to a diverse body of knowledge. It is crucial to systematize 
existing research to identify well-established aspects and areas that require further 
explorations. In this study, PBL processes, advantages, challenges, and strategies on 
how its use can help bridge the gap between chemistry education research and its 
practices were discussed. Also, recommendations on how the use of PBL can help 
bridge the gap between research and practice are also discussed.