<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Pingping Zhao</style></author><author><style face="normal" font="default" size="100%">Zhi Liu</style></author><author><style face="normal" font="default" size="100%">Hao Zhou</style></author><author><style face="normal" font="default" size="100%">Yueyang Shao</style></author><author><style face="normal" font="default" size="100%">Jian Liu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PREDICTIVE EFFECT OF PROJECT-BASED LEARNING QUALITY ON SCIENTIFIC PROBLEM-SOLVING ABILITY</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">hierarchical linear modeling</style></keyword><keyword><style  face="normal" font="default" size="100%">Project-based learning</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific problem-solving ability</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4765179</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">25</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Many studies have examined the relationship between project-based learning (PBL) and scientific problem-solving ability, but few have addressed the issue of the quality of PBL (QPBL). This study analyzed two-wave data collected from 4,568 seventh-grade Chinese students. Pretest and posttest of scientific problem-solving ability were conducted through computer-based assessment featuring interactive tasks, and the students’ QPBL scores were collected through a questionnaire. Hierarchical linear modeling (HLM) indicated that QPBL positively predicted students’ scientific problem-solving ability. Specifically, “authenticity” positively predicted all three subcomponents of scientific problem-solving ability (design of scientific inquiry, scientific reasoning, and scientific explanation); “autonomy in research questions” negatively predicted all three subcomponents; and “group collaboration” and “project demonstration” positively predicted some of the subcomponents. These findings enrich the literature on the predictive effects of QPBL on scientific problem-solving ability in specific educational and cultural contexts and have practical implications for teachers seeking to apply PBL more effectively to enhance students’ scientific problem-solving ability.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">190-206</style></section></record></records></xml>