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Teaching Methods

Project Based Learning in the Chemistry Class - tips needed

Started over 3 years ago by Cristalle Callis.

Does anyone have any tips to offer for teaching chemistry in a PBL setting? I teach chemistry in a PBL classroom but I have been struggling with keeping with the spirit of PBL and trying to integrate chemistry content in enough depth. I am currently using/modifying the ChemMatters text, but I also have the Chemistry in the Community book as well. I have researched many projects on sites like BIE and WV dept. of Ed, but I am more looking for chemistry teachers experienced in PBL to give some tips/pointers.
Thank you


  • Jessica Levine

    Posted over 2 years ago

    Hi all,
    You may be interested in the upcoming Webinar:

  • Erin Bonilla

    Posted about 3 years ago

    I'm in a teacher education course right now and we're studying PBL. We had to read a book that I thought was useful, for designing projects, but it was not chemistry based. The book is "Assignments Matter" and although it focusses on common core (and english language arts..) I found it useful in how to create well constructed assignments.

  • Jeremy Wolf

    Posted over 3 years ago

    I think the key to depth of content in a PBL setting is follow-up discussions. This is something I struggle with as well, because I want to wrap up one experiment and move on to another right away. I forget that it is important for the students to process what they have done so that they can learn from it. One way to do this is to have the students produce lab reports and have them peer-edit the lab reports, with a rubric. This provides the students with feedback from their peers that have completed the same experiment and have different insight. Another way to accomplish this is with a poster walk. You have the students make a poster of their results and have other groups add post-it notes to the posters with their feedback, thoughts, and constructive criticism.
    I think the key is to take the time for feedback. It is difficult to make the time, with the amount of content that we always want to cover, but maybe the process of thinking about the scientific process and how evidence-based conclusions are made is important, too.