Assessing the Effect of Project-Based Learning on Science Learning in Elementary Schools

Autor/inn/en	Krajcik, Joseph; Schneider, Barbara; Miller, Emily Adah; Chen, I-Chien; Bradford, Lydia; Baker, Quinton; Bartz, Kayla; Miller, Cory; Li, Tingting; Codere, Susan; Peek-Brown, Deborah
Titel	Assessing the Effect of Project-Based Learning on Science Learning in Elementary Schools
Quelle	In: American Educational Research Journal, 60 (2023) 1, S.70-102 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schneider, Barbara) ORCID (Bradford, Lydia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/00028312221129247
Schlagwörter	Active Learning; Student Projects; Science Education; Grade 3; Socialization; Social Emotional Learning; Reflection; Cooperation; Michigan + Suchen Sie Ihr Suchwort? Aktives Lernen; Schulprojekt; Naturwissenschaftliche Bildung; School year 03; 3. Schuljahr; Schuljahr 03; Socialisation; Sozialisation; Co-operation; Kooperation
Abstract	This investigation studied the effects of the Multiple Literacies in Project-Based Learning science intervention on third graders' academic, social, and emotional learning. This intervention includes four science units and materials, professional learning, and post-unit assessments; features of project-based learning; three-dimensional learning (National Research Council, 2012); and the performance expectations from the Next Generation of Science Standards (NGSS Lead States, 2013). The intervention was evaluated with a cluster randomized control trial in 46 Michigan schools with 2,371 students. Results show that students who received the intervention had higher scores on a standardized science test (0.277 standard deviation) and reported higher levels of self-reflection and collaboration when involved in science activities. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01