Students' responses to curricular activities as indicator of coherence in project-based science

William R. Penuel, Katie Van Horne, Samuel Severance, David Quigley, Tamara Sumner

Research output: Chapter in Book/Report/Conference proceedingConference contribution

17 Scopus citations

Abstract

Project-based learning seeks to engage students through sustained investigation of real-world problems or design challenges. Weekly mini-surveys were administered to students during an 8-week project-based learning unit to understand students' perceptions of alignment of lessons to the overall challenge, their affective responses to lessons, and how these varied across lesson types and teachers. Results from a multilevel model revealed significant teacher level variance; no differences across lesson types were found.

Original languageEnglish (US)
Title of host publication12th International Conference of the Learning Sciences, ICLS 2016
Subtitle of host publicationTransforming Learning, Empowering Learners, Proceedings
EditorsChee-Kit Looi, Joseph L. Polman, Peter Reimann, Ulrike Cress
PublisherInternational Society of the Learning Sciences (ISLS)
Pages855-858
Number of pages4
Volume2
ISBN (Electronic)9780990355083
StatePublished - 2016
Externally publishedYes
Event12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 - Singapore, Singapore
Duration: Jun 20 2016Jun 24 2016

Conference

Conference12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016
Country/TerritorySingapore
CitySingapore
Period6/20/166/24/16

Keywords

  • Coherence
  • Practical measurement
  • Project-based learning
  • Science
  • Student affect

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

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