PROJECT AND PROBLEM-BASED EDUCATIONAL TECHNOLOGIES IN NATURAL SCIENCE TEACHING
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This article summarizes the results of a meta-analysis examining the impact of project-based learning on academic achievement in science. The analysis showed a significant positive impact compared to traditional teaching, and the results did not significantly differ by country, subject area, educational stage, or mode of application; the difference was mainly observed by publication type. The mechanisms of project-based learning - authentic scenarios, collaboration, evidence-based inquiry, and metacognitive control - activate students' conceptual understanding, problem solving, and motivation. Recommendations include identifying guiding questions, designing the process in stages, using transparent rubrics, and triangulating assessment. In conclusion, the project-based approach is an effective didactic framework for the transfer of knowledge and the integrated development of 21st century competencies in science.
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