Project-Based Learning In Physics Education And Its Effectiveness In The Steam Context

Abstract

This thesis examines project-based learning (PBL) as a core instructional strategy in physics and evaluates its effectiveness when embedded within a STEAM framework that integrates science, technology, engineering, arts, and mathematics. Drawing on learning theories of constructivism, experiential cycles, and socio-cultural mediation, the study argues that PBL reorganizes physics instruction around authentic problems, iterative design, and public communication, thereby promoting conceptual stability, transfer of knowledge, and scientific literacy. A design-oriented analysis outlines how physics concepts are operationalized through measurable constraints and artifacts, how assessment practices shift from recall toward performance and argumentation, and how the inclusion of artistic representation broadens participation without diminishing disciplinary rigor. The discussion identifies enabling conditions—curricular mapping, analytic rubrics, teacher collaboration, and resource pragmatics—and addresses common risks such as superficial integration or product-over-process evaluation. The thesis concludes that PBL within STEAM substantively strengthens physics learning by aligning theory with evidence, modeling with making, and explanation with audience-aware communication.