Project-based learning for teaching Newton's laws in high school: Quasi-experimental analysis
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Currently, high school students are experiencing difficulties in acquiring knowledge and solving problems in physics. Therefore, this research was designed to analyze the impact of project-based learning on the academic performance of high school students studying Newton's laws. A quantitative quasi-experimental approach was used with two groups: an experimental group, where the active methodology of project-based learning was implemented, and a control group, which received traditional instruction. An initial diagnostic assessment verified the homogeneity of the groups, followed by an experimental pedagogical intervention to conduct the final evaluation and measure learning outcomes. The results show an improvement in the academic performance of the experimental group compared to the control group, suggesting that this methodology promotes conceptual understanding and the application of physical principles. This indicates that the applied pedagogical strategy is an effective tool for teaching Newton's laws at the high school level.
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