Implementing Project-Based Learning in Science through Arts Integration

Kato Nabirye H.

Faculty of Business, Kampala International University, Uganda

ABSTRACT

This paper examines the integration of Project-Based Learning (PBL) and arts within science education to foster critical thinking, collaboration, and creative problem-solving among K-12 students. PBL, grounded in constructivist learning theories, emphasizes student-centered inquiry and real-world problem-solving. By incorporating arts into science curricula, educators address diverse learning styles, enhance engagement, and facilitate deeper understanding through multimodal learning. Case studies of successful programs highlight the efficacy of this interdisciplinary approach, while best practices provide actionable strategies for implementation. This study emphasizes the transformative potential of integrating arts in PBL to cultivate 21st-century skills and bridge disciplinary divides, enriching both teaching and learning experiences.

Keywords: Project-Based Learning (PBL), Arts Integration, Science Education, Interdisciplinary Learning, Critical Thinking.

CITE AS: Kato Nabirye H. (2024). Implementing Project-Based Learning in Science through Arts Integration. Research Output Journal of Education, 4(2):11-16. https://doi.org/10.59298/ROJE/2024/421116