Project-Based Learning in Science Education: A Bibliometric Mapping of Trends and Modalities - From Pandemic to the New Normal

Jay Mark S Angeles (Technological University of the Philippines)
Randy Gual (Technological University of the Philippines)
Joshua T Soriano (Technological University of the Philippines)

Formosa Journal of Multidisciplinary Research (FJMR)
Vol. 5 No. 2 (2026): February 2026

Project-Based Learning (PBL) is currenty widely used in science classrooms, but its practice may varies across teaching styles and subject areas. This study reviews publications from 2020 to 2024 to trace patterns in PBL research in science education. Articles were gathered from Scopus, Web of Science, Google Scholar, and additional searches. Studies were grouped by learning mode (face-to-face, online, blended), teaching focus (instructional, strategic, pedagogical), and science field (physics, chemistry, biology, earth science, integrated science). Findings show blended learning grew during the pandemic, though face-to-face methods remain strong in lab-based sciences. Instructional design dominates most studies, while strategic and theoretical views are increasing. Earth science and integrated STEM are less studied, pointing to future research needs.