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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
Penuel, William R.
Van Horne, Katie
Severance, Sam
Quigley, David
Sumner, Tamara
Date
2016
In publication
ICLS 2016 Proceedings
At conference
ICLS 2016
Publisher
International Society of the Learning Sciences
Resource type
en Research/Scholarly Media
Resource status/form
en Published Text
Scholarship genre
en Empirical
Language
en
Open access/full-text available
en Yes
Peer reviewed
en No
URL
Open Access Publisher's Webpage (ISLS Repository)
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
Cited in
Classroom Teaching and Learning as the Focus for Improvement Research
Place
Singapore
Item sets
Open Access Resource (IRE)
Handbook Chapter 7 Citations

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