Students’ Responses to Curricular Activities as Indicator of Coherence in Project-Based Science
Item
Title
Students’ Responses to Curricular Activities as Indicator of Coherence in Project-Based Science
Abstract/Description
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.
Author/creator
Date
In publication
At conference
ICLS 2016
Publisher
International Society of the Learning Sciences
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Open access/full-text available
Yes
Peer reviewed
No
Citation
Penuel, W., Van Horne, K., Severance, S., Quigley, D., & Sumner, T. (2016, July). Students’ Responses to Curricular Activities as Indicator of Coherence in Project-Based Science. ICLS 2016 Proceedings. ICLS 2016, Singapore. https://repository.isls.org//handle/1/327
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