Volume 14, Number 1

Designing Project-based Learning and Problem-based Learning Activities in Natural Science Subject to Promote Growth Mindsets for Secondary School Students

  Authors

Van Thi Hong Ho ¹ and Hoan Ngoc Le ² , ¹The Vietnam National Institute of Educational Sciences, Vietnam, ²Hanoi National University of Education, Vietnam

  Abstract

This research addresses the pedagogical necessity of transitioning from traditional didactic instruction toward student-centered paradigms—specifically Project-Based Learning (PBL) and Problem-Based Learning—to cultivate a growth mindset within the Natural Science curriculum. The study proposes a systematic five-step design framework that operationalizes the integration of mindset interventions into scientific inquiry. This framework guides educators through a structured progression: identifying specific cognitive mindset goals, engineering authentic complex tasks, and developing formative assessment rubrics that prioritize iterative learning processes over summative content acquisition. By integrating the biological principles of neuroplasticity into the “Living Things” curriculum unit, the study provides a physiological basis for cognitive malleability. This allows students to engage in multi-dimensional inquiry where errors are analyzed as informative data points rather than terminal failures. The findings suggest that the synthesis of student-centered instruction and neuroscientific education fosters both disciplinary scientific competencies and the adaptive resilience required for navigating contemporary technological environments.

  Keywords

Project-Based Learning, Problem-Based Learning, growth mindset, natural science, secondary school students