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Source- Peer reviewed
Abstract- This investigation was administered  to identify the scientific creativity of gifted students through project-based activities.   13 gifted students in third and fifth grade were used for this study.   Interviews, observations and pictures were used for analysis.
Findings-  There is a significant relationship between scientific process skills and scientific creativity,  Gifted students are able to build logical reasoning  and use their creativity easily to produce solutions to complex problems.
APA- Citation
Karademir, Ersin. "Investigation The Scientific Creativity Of Gifted Students Through Project-Based Activities." International Journal of Research in Education and Science 2.2 (2016): 416. Web.
https://files.eric.ed.gov/fulltext/EJ1110273.pdf

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Exploring Elementary Pre-Service Teachers’ Experiences andLearning Outcomes in a Revised Inquiry-Based Science Lesson: AnAction Research 

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Exploring Elementary Pre-Service Teachers’ Experiences andLearning Outcomes in a Revised Inquiry-Based Science Lesson: AnAction Research 

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Source- peer reviewed
Abstract- The object of this research project was to conduct instructional strategies and elementary PSTs’ learning experiences  and implement an inquiry-based lesson in a science content course for elementary education students.  This research project took place in two classes of a science content course. There were 22 students in one class and 23 students in the second class.   This study focused on a lesson on chemical changes that was part of a four-lesson unit on matter.   The original lesson focused only on chemical reactions while ignoring physical changes.   The students were asked to read prior to coming to class. In class, students performed nine reactions and recorded their observations in a chart provided on the handout.  The newly designed lesson was developed as a two-day inquiry-based lesson with a process of engagement, exploration, explanation, elaboration, and evaluation.
Findings:When students were asked for prior knowledge in the beginning of study, students were vague and gave a brief definition of chemical reactions.  Post data revealed that students were aware of various aspects of natural and chemical changes.  Students placed lots of emphasis on their observations and evidence that they developed during inferences. Students also commented on how the lesson had provided them a more realistic experience of science than their previous encounters with science.
APA Citation:
Kazempour, Mahsa, and Aidin Amirshokoohi. "Exploring Elementary Pre-Service Teachers’ Experiences And Learning Outcomes In A Revised Inquiry-Based Science Lesson: An Action Research." Journal of Education and Learning 2.2 (2013): n. pag. Web.
https://files.eric.ed.gov/fulltext/EJ1078312.pdf

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What Research Says About … / Project-Based Learning

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What Research Says About … / Project-Based Learning

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Source:  Practitioner
Abstract:  This study compared student mathematics achievement in two similar British secondary schools, one using traditional instruction and the other using project-based instruction.  In this study,  it evaluated the effects of a series of video-based adventure simulations it developed.It  provided a structure for students to work collaboratively on simulated real-world problems that require applying mathematical knowledge and reasoning and compared their results with a control group.
Findings:  Students in the project-based-learning school significantly outperformed the traditional-school students in mathematics skills as well as conceptual and applied knowledge.These studies suggest that project-based learning can improve student learning. The research also emphasized how difficult it is to implement project-based learning well n the classroom.
APA Citation:
"Educational Leadership:Teaching Students To Think:Project-Based Learning." Ascd.org. N.p., 2017. Web. 6 Dec. 2017.
http://www.ascd.org/publications/educational_leadership/feb08/vol65/num05/Project-Based_Learning.aspx

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Seven Essentials for Project-Based Learning

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Seven Essentials for Project-Based Learning

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Source: Practitioner
Abstract: The process and amount of student engagement during a project is what is important, not the end result. In this study, it talks about how a project should meet 2 criteria: Students must find the work meaningful and the project must fulfill an educational purpose.  Findings:After working with teachers, this study found seven essential elements needed to have meaningful projects: A need to know, a driving question, students need to have a voice and choice, use of technology, questions and investigations, able to give feedback and revise, and lastly, be able to publicly present their finished product.
APA Citation:
"Educational Leadership:Giving Students Meaningful Work:Seven Essentials For Project-Based Learning." Ascd.org. N.p., 2017. Web. 7 Dec. 2017.
http://www.ascd.org/publications/educational_leadership/sept10/vol68/num01/Seven_Essentials_for_Project-Based_Learning.aspx

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What Makes Project Based Learning Effective?

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What Makes Project Based Learning Effective?

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Source: Practitioner
Abstract: This study discusses the difficulty of implementing PBL in the classroom.  After completing a project in which a teacher did a mock trial to help with the reading of Huck Finn, he broke down PBL into five parts that make it effective in the classroom.
Findings: Using these five parts makes PBL effective in the classroom. Ownership helps students invest in their work. Creativity gives students a bigger sense of ownership. Collaboration allows students to work together to reach a goal.Critical thinking pushes them to anticipate problems and work the problems out. Fun is something that needs to be had by students to enrich their thinking.
APA Citation:
Provenzano, Nicholas. "What Makes Project Based Learning Effective? #Edchat #Engchat." Thenerdyteacher.com. N.p., 2017. Web. 7 Dec. 2017.
http://www.thenerdyteacher.com/2011/11/what-makes-project-based-learning.html

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Source: Popular
Abstract: PBL claims that  that students learn best by experiencing and solving real-world problems. Project-based learning essentially involves the following: realistic problems ,increased student control, teachers serving as coaches and facilitators, and  working in pairs or groups.
Findings: Studies found when they compared students taught via project based learning versus traditional style learning that PBL increases long term retention, helps students  perform better in high stake tests, improves problem solving and collaboration skills, and improves students' attitudes towards learning.
APA Citation:
Vega, Vanessa. "Project-Based Learning Research Review." Edutopia. N.p., 2017. Web. 7 Dec. 2017.
https://www.edutopia.org/pbl-research-learning-outcomes

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Source: Popular
Abstract: When PBL is used in the classroom, students gain opportunities to engage in real-world problem solving.   Rather than learning  from a textbook, students can use technology to make things such as a documentary.  Project-based learning may look and feel like a 21st-century idea, but it's built on a venerable foundation
Findings:   This study dates PBL back to Confucius ,Aristotle, and Socrates with their inquiry and critical thinking. John Dewey challenged the traditional view of education and argued instead for active experiences that prepare students for ongoing learning about a dynamic world.   PBL emerged more than half a century ago as a practical teaching strategy in medicine, engineering, economics, and other disciplines. In today;'s world, to be successful, students need to be able to know how to solve problems, work collaboratively, and think thoroughly. PBL is somewhat of a struggle for teachers who have never used this strategy before because projects require planning and management skills that may be unfamiliar.
APA Citation:
Boss, Suzie. "Project-Based Learning: A Short History." Edutopia. N.p., 2017. Web. 7 Dec. 2017.
https://www.edutopia.org/project-based-learning-history

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The Effect of Project Based Learning on Seventh Grade Students’Academic Achievement

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The Effect of Project Based Learning on Seventh Grade Students’Academic Achievement

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Source: Peer Reviewed
Abstract:  The purpose of this study was to determine if Project Based Learning has a significant effect on academic achievement with seventh grade students in the structure and properties of matter.  38 students were chose, eighteen of them were in the experimental group and twenty of them were in the control group.   Samples were assigned randomly to these groups.
Findings: There was not a significant difference in results between the two test groups.  One thing they felt to be a substantial reason for this was that the students were not used to PBL teaching and may have had a hard time with the change.  The observers also felt that maybe the content was not something that the students found interesting.
APA Citation:
Oktay, Kızkapan, and Bektaş Oktay. "The Effect Of Project Based Learning On Seventh Grade Students’ Academic Achievement." International Journal of Instruction 10.1 (2017): 37-54.
https://files.eric.ed.gov/fulltext/EJ1125144.pdf

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PBL: What Does It Take for a Project to Be "Authentic"?

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PBL: What Does It Take for a Project to Be "Authentic"?

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Source: Popular
Abstract: This study focused on the meaning of the word authentic and what it means for a project or assignment in the classroom to be authentic. In reality, there is a sliding scale of authenticity depending on the actual activity.
Findings:  A project can be authentic in four ways:
1. The project meets a real need in the world beyond the classroom, or the products that students create are used by real people.
2.The project focuses on a problem that is relevant to students' lives.
3.  The project sets up a scenario or  that is realistic, even if it is made-up.
4.The project involves tools, tasks or processes used by people in real settings.
APA Citation:
Larmer, John. "PBL: What Does It Take For A Project To Be "Authentic"?." Edutopia. N.p., 2017. Web. 7 Dec. 2017.
https://www.edutopia.org/blog/authentic-project-based-learning-john-larmer