A Bibliometric Analysis of the Impact of Project-Based Assessment on Conceptual Understanding in STEM Education
Abstract
This bibliometric analysis investigates the impact of Project-Based Assessments (PBAs) on conceptual understanding in STEM education from 2019 to 2024. By examining a dataset of 996 publications, the study highlights significant fluctuations in research outputs and the evolving focus on educational methodologies, particularly noting an intensification of activity during the COVID-19 pandemic 2021. The publication trends show an increase from 184 documents in 2019 to a peak of 263 documents in 2021, followed by a gradual decline to 30 documents in 2024, suggesting shifts in research priorities or the field's maturation. Through detailed citation patterns and publication metrics analysis, the research elucidates the effectiveness of PBAs in enhancing student engagement and interdisciplinary integration while improving pedagogical practices. Key findings indicate that PBAs significantly improve students' understanding of complex STEM concepts through hands-on, real-world problem-solving and enhance educators' capabilities in delivering innovative instruction. Additionally, the study explores the role of technological advancements, such as 3D printing, in PBL, assessing their impact on the teaching and learning processes. By synthesizing information across various studies, this research provides a comprehensive overview of the educational outcomes associated with PBL. It offers insights into its long-term efficacy and adaptability in diverse educational settings. This analysis presents valuable perspectives for educators, policymakers, and researchers, aiming to optimize STEM education practices globally.
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DOI: https://doi.org/10.17509/jsl.v7i3.69309
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