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A systematic literature review of project-based learning in secondary school physics: theoretical foundations, design principles, and implementation strategies

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  • Fathiya Al-Kamzari

    (Universiti Malaya)

  • Norlidah Alias

    (Universiti Malaya)

Abstract

Project-Based Learning (PjBL) is a widely recognized pedagogical approach that has gained popularity for its capacity to enhance students’ critical thinking, creativity, collaboration, and communication skills. PjBL is characterized by its incorporation of key elements and teaching practices that support and facilitate these outcomes. Despite its increasing use, there remains a limited comprehensive understanding of PjBL’s theoretical foundations, design principles, and implementation in secondary school physics education. This study employed a systematic literature review (SLR) to investigate these aspects within this educational setting. Following the PRISMA 2020 checklist, the review analyzed papers sourced from Scopus and Web of Science. The examination of 27 SLR records indicated that 85% of the studies (23) did not address the theoretical foundations of PjBL. Approximately 48% of the studies (13) incorporated all seven core elements of PjBL. Critique and revision were present in 55.6% of the studies (15), while 29.6% (8) did not include student voice and choice. Additionally, 37% of the studies (10) applied all recommended PjBL teaching practices, with consistent implementation observed in designing and planning, managing activities, and scaffolding student learning. About 96% of the studies (26) utilized various assessment tools throughout the PjBL process, but only 37% (10) included the development of a supportive culture as part of the PjBL strategy. Moreover, 74% of the studies (20) were conducted in face-to-face settings. The implications of this study highlight the potential of PjBL to improve student engagement, curiosity, creativity, critical thinking, and scientific skills in secondary school physics. By developing effective PjBL frameworks and integrating advanced technologies, educators can enhance learning outcomes and conceptual understanding. In light of the global shift towards blended learning due to the COVID-19 pandemic, the review suggests that future applications of PjBL should incorporate blended learning strategies to improve effectiveness.

Suggested Citation

  • Fathiya Al-Kamzari & Norlidah Alias, 2025. "A systematic literature review of project-based learning in secondary school physics: theoretical foundations, design principles, and implementation strategies," Palgrave Communications, Palgrave Macmillan, vol. 12(1), pages 1-18, December.
    • Handle: RePEc:pal:palcom:v:12:y:2025:i:1:d:10.1057_s41599-025-04579-4
    DOI: 10.1057/s41599-025-04579-4
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    References listed on IDEAS

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    1. Berta Torre-Neches & Mariano Rubia-Avi & Jose Luis Aparicio-Herguedas & Jairo Rodríguez-Medina, 2020. "Project-based learning: an analysis of cooperation and evaluation as the axes of its dynamic," Palgrave Communications, Palgrave Macmillan, vol. 7(1), pages 1-7, December.
    2. Nadia Rehman & Wenlan Zhang & Amir Mahmood & Muhammad Zeeshan Fareed & Samia Batool, 2023. "Fostering twenty-first century skills among primary school students through math project-based learning," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-12, December.
    3. Aghaei Chadegani, Arezoo & Salehi, Hadi & Md Yunus, Melor & Farhadi, Hadi & Fooladi, Masood & Farhadi, Maryam & Ale Ebrahim, Nader, 2013. "A Comparison between Two Main Academic Literature Collections: Web of Science and Scopus Databases," MPRA Paper 46898, University Library of Munich, Germany, revised 18 Mar 2013.
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