The Historical Development of Project-Based Learning in Science Education in Germany

Abstract

In this paper, we investigate the historical development of project-based learning in science education in Germany. We identify and examine five key points: First, the integration of opposing pedagogies—subject-based teaching and project-based learning—took place against a backdrop of criticisms directed toward project-based learning that were prompted by the rise of the project week. Second, the emphasis on project-based learning in science education was triggered by the resistance against “scientism” and “blind faith in progress.” Third, toward the end of the 1980s, the application of project-based learning expanded beyond comprehensive and cross-curricular contents, focusing on social issues and environmental problems. Fourth, in the 1990s, “project-oriented learning,” a classroom learning style that incorporated only the primary features of a project, drew attention, leading to the development of this type of classroom practice in science education. Fifth, project-based learning is acknowledged again as an effective form of classroom learning to develop students’ skills in recent focus areas such as “evaluation” competence and “communication” competence.