The Project-Based Learning Method in Technology Education for School Students

Project-Based Learning in School Technology Lessons
Elena Nikolaevna Klimova – Technology Teacher at MBOU "Secondary School No. 19 with Advanced Study Subjects", Stary Oskol

In Russia, the project method has its own unique characteristics. It is based on developing students’ cognitive skills, the ability to construct their own knowledge independently, to navigate the information space, and to foster creative thinking.

Project-based learning is increasingly becoming the main method of teaching technology. It promotes active acquisition of knowledge and skills, the development of creativity, and other positive personality traits.

The primary goal is to significantly increase students’ technological literacy. Design technologies (including the planning of one’s own activities) form the basis of the project method. Therefore, students must first be introduced to the main design strategies.

It is important to develop a stable interest in technological creativity, which helps students understand the structure and components of the technological process in a generalized form and ensures the transfer of acquired knowledge to various real-life situations.

The level of student independence (inventive activity) can be evaluated similarly to the coefficient of labor participation.

Each year, the project method becomes a more common and relevant practice in Russian general education schools. This approach enables students not only to apply the material learned in practice but also to develop skills for integrated project work.

A project is understood as a completed creative work by a student, carried out independently and with the help of a teacher. The teacher’s assistance at each stage of the project has a specific character.

It is essential that the project topic corresponds to the student’s capabilities and interests and that the final result is practically useful. The topic should be broad enough and continuously enriched based on the interests and capabilities of both students and the teacher, considering the available material and technical resources.

It is advisable to familiarize parents with the project topics so that they can help their children make the right choice.

Individual consultations are held with each student to define specific tasks, select required materials, tools, equipment, and additional literature.

During consultations, the student may bring a sketch or drawing of the product in an album, as well as samples of the chosen materials. The teacher makes adjustments, and if everything is done correctly, the plan is approved. The sketch is reviewed together with the student, and the design and manufacturing technology are clarified. If the selected topic requires input from other teachers, the technology teacher coordinates such consultations.

If necessary, students consult with teachers on preparing technological charts and detailing the product. In parallel, students begin practical work in the workshops. During the lesson, the teacher and students check the quality of individual parts and components, discuss the assembly sequence and product design features, and during consultations, the teacher provides guidance on writing the explanatory note for the projects.

The process of completing creative projects at each stage of education involves not only the integrated use of knowledge acquired in technology lessons but also drawing on knowledge and skills from other school subjects, as well as personal experience.

This creates favorable conditions for implementing a student-centered approach to learning and for fostering important qualities such as independence, responsibility, and self-criticism.

Project-based activity is the organization of the educational process aimed at students solving academic tasks through independent collection of information based on given criteria, mandatory justification of their academic activity, its self-evaluation, and presentation of the results. This gives the learning process personal significance, which noticeably increases motivation to learn. The practical relevance of knowledge and skills ensures a deeper and more conscious understanding of the material.

A comprehensive approach to developing research and educational projects contributes to the balanced development of students’ key physiological and psychological functions and their creative potential.

The teacher’s role in project-based learning covers three main areas: forming a bank of educational and cognitive tasks, creating conditions for students to develop and implement creative projects, and equipping them with the necessary knowledge and skills.

Developing creative imagination, designing, and developing production technologies when studying different program topics is essential. Therefore, while planning the academic year, the teacher should identify sections that will be allocated for creative projects. Experience confirms the necessity of introducing a standardized technical assignment for the creative project, which creates motivation for further academic work.

It is important to highlight that the teacher’s role changes at each stage of the project method.

At the first stage, the teacher plays a major role. They not only explain the technical assignment but also encourage, guide, and direct students toward independently solving the educational problem.

At the second stage, the teacher must create an atmosphere of emotional and intellectual enthusiasm, allowing students’ creative energy to flourish. The teacher and students, as it were, "inspire" each other during the search for technological and design solutions.

At the third stage of project work, the teacher takes a passive role. However, if students become stuck due to lack of information, ideas, or experience, the teacher should