Search

Highlights This study explores the experiences of project-based learning (PBL) experimentation in Chinese high schools, especially the feedback that Chinese students have for better practicing PBL in China. We conducted a case study at two Chinese high schools in an intermediate city, Suzhou, which started their first PBL practice. The two high schools were chosen because of their unique initiative to mix visually impaired students (VIS) and ordinary students in a PBL course, which focuses on “designing accessible garbage bins for VIS.” Interviews and observations were conducted. All data are anonymized. After two rounds of thematic sorting and coding of the qualitative data, we found that the PBL course helped students develop two aspects of the civic participation dimension of core competence: social responsibility and problem-solving. Students learned to empathize with VIS to understand their needs and to build a more feasible and usable garbage bin. This study provides instructional recommendations in terms of how to better utilize the pedagogy of PBL in Chinese K-12 schools, particularly to support teachers to facilitate students' development of core competence and learning of inclusion, social responsibility, and sustainability by using the PBL technique.

Copyright of Journal of Ecology & Rural Environment is the property of Journal of Ecology & Rural Environment Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)