Learning Implementation Report: Project-Based Learning with the Design for Change Framework to Improve Grade 4 Students’ Understanding of Energy in Science and Social Studies

Abstract

Energy concepts in grade 4 Science and Social Studies are often difficult for students because they involve abstract ideas, such as energy sources, energy transformation, and energy conservation. This implementation report describes the use of Project-Based Learning integrated with the Design for Change (DFC) framework to make energy learning more contextual and action-oriented. The DFC stages - Feel, Imagine, Do, and Share - were implemented across ten learning meetings to guide students from identifying energy problems in their surroundings to designing and sharing energy-saving campaign products. The learning objectives focused on students’ ability to identify forms and sources of energy, distinguish renewable and non-renewable energy, demonstrate simple energy transformation, and design practical energy-saving actions in the school environment. Digital tools such as Canva, ClassDojo, and social media documentation were used to support creative products and reflection. Aggregated learning evidence showed stronger critical reasoning, collaboration, communication, and environmental awareness.