Methodological features of project-based learning in the teaching of social studies

Abstract

The article examines the application of the Project-Based Learning (PBL) method in Social Studies classes, specifically within the 9th grade of Yerevan Basic School No. 64. The research aims to identify the pedagogical effectiveness of the project method through a comparative analysis of the state symbols of the Republic of Armenia and the Republic of France.

The methodology of the study includes comparative-analytical, descriptive, historical, and pedagogical observation methods. In the framework of the project, students were involved in collecting, classifying, and synthesizing information from diverse sources, including textbooks, encyclopedias, and official websites. An interdisciplinary approach was utilized, involving collaboration between Social Studies and the French language teachers.

The results of the project demonstrate that the study of state symbols not only fosters a deeper understanding of national identity and historical continuity but also significantly develops students' critical thinking, analytical skills, and civic consciousness. The comparative analysis revealed how different historical paths (republican values in France vs. the struggle for statehood and spiritual resilience in Armenia) are reflected in national symbols. A tangible outcome of the work was the creation of a bilingual book (Armenian and French) presenting the symbols of both nations. The study confirms that PBL is an effective tool for increasing student engagement and developing vital life skills.