Project-Based Learning of Agricultural Practices Based on Constructivism at International Schools in China

This paper explores the implementation of Project-Based Learning (PBL) in the teaching of Section 5.1 "Agricultural Practices" within the AP Human Geography course at an international high school. Grounded in constructivist theory, the study designates Period 5 as the experimental class and Period 2 as the control class. Since all students in the experimental class are minors, they participated in this PBL unit after providing informed assent with parental consent. The study was designed with three core objectives: (1) to assess students’ understanding of four key agricultural practices; (2) to enhance students’ acquisition of geography-related English vocabulary.The findings indicate that PBL effectively fostered student engagement, supported deeper conceptual understanding of the subject, and facilitated a shift toward student-centered teaching. However, the study’s outcomes were notably constrained by students’ limited English proficiency, insufficient time allocated for project presentations, as well as the short intervention period and small sample size. This research underscores both the potential and contextual challenges of applying PBL in Advanced Placement (AP) courses—settings characterized by linguistic diversity and dense academic content.