Phys. Geog. Geom. 2026, 49(1): 56–62

https://doi.org/10.17721/phgg.2026.1/131.07

​

Project-Based Learning in Natural Science Education: Insights from an Eco-Project Management Course 

​

Tetiana М. Lavruk

Taras Shevchenko National University of Kyiv, 64/13, Volodymyrska St, Kyiv, 01601, Ukraine

​

Abstract

The preparation of natural science teachers for upper-secondary schools demands pedagogical tools that go beyond disciplinary content delivery. This paper examines how the principles of project-based learning (PBL) can be systematically embedded into university teacher education through the course “Eco-Project Management” (educational program “Natural Sciences. Integrated Program”, Taras Shevchenko National University of Kyiv). Drawing on activity theory and PBL scholarship, the analysis demonstrates that the course’s defining feature is the isomorphism between the student’s learning activity at the university and their future pedagogical practice in school. The paper outlines the competency framework, the full project-cycle structure (aligned with PMBoK 7), and the assessment methodology and logic. As an illustrative case of school-level implementation, we present a cross-curricular eco-project, “Revitalisation of a Pond and Creation of a School Rain Garden”, designed for three age cohorts (grades 5–6, 7–9, and 10–12) in a format of differentiated learning with vertical coordination. Physical geography is shown to serve as the integrating disciplinary framework within which physics, chemistry, and biology contribute specialised analytical tools. The study concludes that a structured “Eco-Project Management”= course can bridge the gap between students' theoretical and methodical training and continuous pedagogical practice.   

Keywords

Keywords project-based learning; pre-service teacher education; natural sciences , integrated course ; eco-project management, Physical geography, profile school.

 

Received: June 14, 2026 / Accepted: June 29, 2025 / Published online: June 30, 2026