Narrowing the Achievement Gap in Second-Grade Social Studies and Content Area Literacy: The Promise of a Project-Based Approach

Halvorsen, Anne Lise; Duke, Nell K.; Brugar, Kristy A.; Block, Meghan; Strachan, Stephanie L.; Berka, Meghan; Brown, Jason

doi:10.1080/00933104.2012.705954

Cited by 71 publications

(49 citation statements)

References 31 publications

(25 reference statements)

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“…Challenges with scale, sustainability and PBL persist for the field, especially integrating PBL with reformbased standards or top-down initiatives (Coburn, 2003;Halvorsen et al, 2012). This may be due to the emphasis of PBL in individualism and creativity.…”

Section: Project-based Learningmentioning

confidence: 99%

“…Despite the wide acceptance that PBL enjoys as curricular approach for students, PBL remains under researched (Halvorsen et al, 2012), especially in elementary education. Studies support PBL as motivating for students, and preliminary evidence indicates that PBL enhances student learning of challenging content and other skills such as problem solving and confidence (Kokotsaki, Menzies, & Wiggins, 2016).…”

Section: Project-based Learningmentioning

confidence: 99%

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Promoting deep learning through project-based learning: a design problem

Miller

Krajcik

2019

Discip Interdscip Sci Educ Res

102

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In this paper, we present a design solution that involves the bringing together of Project-based Learning (PBL) with the theory of usable knowledge (Pellegrino & Hilton, Developing transferable knowledge and skills in the 21st century, 2012). Usable knowledge is the ability to use ideas to solve problems and explain phenomena, an approach to science learning put forth by the Framework for K-12 Science Education (National Research Council (NRC), A framework for K-12 science education: Practices, crosscutting concepts, and core ideas, 2012) to optimize science learning environments. We offer a process for designing a curricular system that enhances how students learn science as a progression toward sophisticated practice of usable knowledge by focusing on coherence, depth, and motivation. We saw the potential of these distinct approaches for informing one another, and we extrapolate on 4 years of research that involves the process of iterating on our curricular design to best integrate the two approaches to support student learning.

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Section: Project-based Learningmentioning

confidence: 99%

Section: Project-based Learningmentioning

confidence: 99%

Promoting deep learning through project-based learning: a design problem

Miller

Krajcik

2019

Discip Interdscip Sci Educ Res

102

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“…A project might involve students exploring questions such as how to move a teacher's heavy desk to the other side of the room or how to best care for a class pet. Or it might entail attempting to solve a problem, as described in a recent study where second graders noticed litter, graffiti, and damaged equipment at a local park (Halvorsen et al., ). During two project‐based units reported in that study, teachers attended to state standards in social studies and multiple CCSS in writing and informational reading while children read and wrote a variety of texts varied by genre, format, and complexity, including persuasive PowerPoint presentations, biographies, and informational websites.…”

Section: Four Approaches To Expanding the Range Of Text Types Used Inmentioning

confidence: 99%

Expanding the Range of Text Types Used in the Primary Grades

Strachan¹

2014

Read Teach

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“…Mathematics, social studies, and science learning can be augmented with wonderful informational texts that enhance children's learning of almost any topic in these disciplines. In fact, there is a growing body of evidence from studies in elementary school classrooms indicating that integrated literacy and content area learning supports children's disciplinary literacy and knowledge development (e.g., Halvorsen et al., ).…”

Section: From Potential To Realitymentioning

confidence: 99%

From Potential to Reality

Wright¹

2013

The Reading Teacher

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Content vocabulary is essential for children's comprehension of informational text. Teachers will need to support children in developing the technical or specialized words they need for informational text and in linking these words to key concepts in content area instruction. This article describes the vocabulary instruction that was observed during informational text read alouds in 55 kindergarten classrooms, and then provides ideas for supporting content‐rich vocabulary instruction in primary classrooms.

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Narrowing the Achievement Gap in Second-Grade Social Studies and Content Area Literacy: The Promise of a Project-Based Approach

Cited by 71 publications

References 31 publications

Promoting deep learning through project-based learning: a design problem

Promoting deep learning through project-based learning: a design problem

Expanding the Range of Text Types Used in the Primary Grades

From Potential to Reality

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