PROBLEM-BASED LEARNING: ENHANCING SOCIAL SCIENCE LEARNING OUTCOMES
Keywords:
Problem-based learning, social science education, learning outcomes, critical thinking, student engagementAbstract
This study investigates the impact of problem-based learning (PBL) on enhancing social science learning outcomes in secondary education. Problem-based learning, an instructional strategy that encourages students to work through real-world problems, fosters critical thinking, collaboration, and application of knowledge. This research examines how PBL can improve students' understanding of social science concepts, develop problem-solving skills, and increase engagement and motivation in learning. The study uses a mixed-methods approach, combining quantitative assessments of academic performance with qualitative feedback from students and teachers. Results indicate that PBL not only enhances students' academic achievement but also promotes deeper learning and retention of complex social science topics. Furthermore, the study highlights the challenges in implementing PBL, including the need for teacher training, appropriate resources, and curriculum adaptation. The findings suggest that when effectively integrated into the social science curriculum, PBL can lead to significant improvements in both academic outcomes and students’ ability to think critically about social issues.
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