Project-based learning tends to increase the interest of students regarding science and technology.

It is no longer merely a question of presenting a given theme, but of presenting students with realistic problems that they can solve only through deeper reflection rather than the simple delivery of content.

Choosing projects in relation to individual workshops, once the basic principles are explained, allows more time for real-life questions and ensures students are actively engaged.

It is possible to assess students’ understanding of concepts during these workshops and therefore adjust the instruction to ensure that youths acquire quality experience and autonomy in the reflection process when adopting a scientific approach.

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