Developing Scientific Communication through Sustainability-Oriented STEM Project-Based Learning: Evidence from an Edible Film Project

Abstract

Developing scientific communication requires more than students’ ability to convey information; it requires sustained opportunities to interpret evidence, communicate scientific ideas, and construct evidence-based conclusions through meaningful scientific practices. This study investigates the development of students’ scientific communication skills within Sustainability-Oriented STEM Project-Based Learning through an edible film project. Scientific communication was conceptualized as a multidimensional competency involving identifying information, communicating scientific ideas, and constructing evidence-based conclusions. The study employed a quantitative repeated-measures classroom intervention design involving 22 seventh-grade students. Data were collected using an observation instrument and analyzed using descriptive statistics, the Friedman test, and Spearman rank correlation analysis. The results showed significant improvement across all dimensions of scientific communication throughout the three learning sessions (p < 0.001), with the greatest improvement observed in students’ ability to construct evidence-based conclusions. Correlation analysis revealed significant relationships among all dimensions. These findings suggest that Sustainability-Oriented STEM Project-Based Learning provides opportunities for students to engage in collaborative inquiry, scientific reasoning, and communication through contextual sustainability issues. The findings indicate that scientific communication develops as an interconnected multidimensional competency in collaborative STEM learning experiences.