A Review of the Literature on Project-Based Learning in High School Chemistry over the Past Decade in the Journal of Chemical Education

The paper presents a comprehensive study of the literature on “project-based learning in high school chemistry”, as published in the Journal of Chemical Education from 2013 to 2023. It analyzes the characteristics of this subject area by examining factors such as publication year and frequency, types of literature, keywords, and content. The analysis delves into various aspects, including the expression of project-based learning outcomes, evaluation methods, interdisciplinarity, types of questions posed, and the potential and limitations in achieving the expected learning outcomes. Drawing from these analyses, this article identifies current research trends in project-based learning within high school chemistry, highlighting both existing strengths and limitations. Based on these insights, the study offers pedagogical and disciplinary recommendations as well as a practice model of project-based learning in high school chemistry. This framework aims to support and guide future research and practice for educators and researchers focusing on this topic, providing a foundation for enhancing the effectiveness and impact of project-based learning in chemistry education.