Abstract Using content analysis, this study examined the past 20 years of chemically-oriented project-based learning papers published in both domestic and foreign journals, focusing on four dimensions: knowledge categories, activity characteristics, contextual settings, and project outcomes. The study found that chemistry project-based learning, both domestically and internationally, had the following characteristics: similar knowledge categories, varied activity characteristics, different emphases in contextual settings, and diverse project outcomes. Based on these findings, recommendations were made to broaden the scope of knowledge categories, integrate meaningful technological support, tap into valuable contextual materials, and create innovative project outputs.
HUANG Jia-Yi, QIAN Yang-Yi, WU Si-Min, ZHOU Zhi-Hao. Comparison and Suggestions on Domestic and International Project-Based Learning Cases in Chemistry[J]. Chinese Journal of Chemical Education, 2025, 46(5): 113-117.
