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

Miller, Emily; Krajcik, Joseph

doi:10.1186/s43031-019-0009-6

Cited by 86 publications

(65 citation statements)

References 30 publications

(38 reference statements)

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“…ML-PBL offers a professional learning program that includes coaching cycles organized around the four PBL features and fosters equitable sensemaking (Haverly et al, 2020;Miller & Brown, 2019). In the cycles, the coach and teacher collect evidence of student progress in informal and formal assessments.…”

Section: Professional Learningmentioning

confidence: 99%

Supporting Equity in Virtual Science Instruction Through Project-Based Learning: Opportunities and Challenges in the Era of COVID-19

Miller

Reigh

Berland

et al. 2021

Journal of Science Teacher Education

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Project-based learning (PBL) is a long-standing curricular model that has been argued to support equity-based goals in science learning. Yet, little is known about how PBL can be implemented effectively and equitably in the context of virtual instruction. This comparative case study follows two elementary science teachers as they transition to virtual instruction at the beginning of the COVID-19 pandemic. Drawing from classroom observations and interview data, we highlight the opportunities and challenges of virtual PBL instruction, with a focus on the features of PBL and the equitable engagement of all students. Findings show that teachers maintained the four features of PBL in virtual instruction, but prioritized different features in response to their own equity goals: Amy, a 5th grade teacher, prioritized collaboration, and Irma, an ELD instructor, prioritized connections to home and community. We draw implications for the development of PBL curriculum, in both in-person and virtual instruction, and highlight the value of teacher agency in supporting the ongoing evolution of the PBL curricular model. KEYWORDSequity; project-based learning; science education; COVID-19; teacher agency "We're trying to use the internet to teach school as usual, but that can't work . . . there has to be a way to design a science lesson that incorporates the advantages (of virtual learning) and works around the disadvantages." Amy, 5th grade teacher.

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Section: Professional Learningmentioning

confidence: 99%

Supporting Equity in Virtual Science Instruction Through Project-Based Learning: Opportunities and Challenges in the Era of COVID-19

Miller

Reigh

Berland

et al. 2021

Journal of Science Teacher Education

Self Cite

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“…Implementation for the Project-Based Learning model in cycle III shows that there were 7 steps in the Good category and 3 steps in the Excellent category. Project-Based Learning model provides a great opportunity for students to produce interesting and meaningful learning experiences especially for adult students who are ready to enter the workforce (Miller & Krajcik, 2019).…”

Section: Description Of Science Competency Aspectsmentioning

confidence: 99%

“…Likewise, Sulaeman states that one of the learning models that supports the 2013 curriculum is PjBL (Sulaeman, 2016). This model is process-centered, timed, focused on problems, and involves students to solve problems through scientific methods (Miller & Krajcik, 2019).…”

Section: Science Knowledgementioning

confidence: 99%

Project-based learning to improve scientific literacy for primary education postgraduate students in science subject

Winarni

Purwandari

2020

J. Prim. Edukasia

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The research aimed to describe the learning activities and the ability of scientific literacy (attitude, context, knowledge, and competence) Students of Primary Education Postgraduate Program of Bengkulu University in natural science subjects by using the PjBL model. The Classroom Action Research done in three cycles for Primary Education Postgraduate Program students of Bengkulu University in the first semester of 2019/2020 academic year. Instrument and data collection techniques are observations, tests, and rubrics. The observation was on student activities in learning and aspects of caring for the environment and caring for health. The instruments were HOTS test and rubric. The science aspect uses the student report assessment sheet. The indicators of successful actions were the activities of lecturers and students in teaching and learning by using PjBL in good categories, and the percentage of students who show attitudes, context, knowledge, and competencies of science meet good categories at least 80%. The results of this research are the using of Project-Based Learning model can improve the learning activities of Primary Education Postgraduate Program Students of Bengkulu University in a natural science subject and can improve the scientific literacy aspects of an attitude, context, knowledge, and competencies for Primary Education Postgraduate Program in the science subject.

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“…It seems that there is more likelihood of coherence, depth and motivation when design-based approaches are combined with problem-solving approaches (Miller & Krajcik, 2019).…”

Section: Previous Research On Integration Of Stemm In Undergraduate Pmentioning

confidence: 99%

Integrating STEMM in Higher Education: a proposed curriculum development framework

Conner

2020

6th International Conference on Higher Education Advances (HEAd'20)

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Educational systems around the world are trying to grapple with the need forexperts in science, technology, engineering, mathematics and medicine (STEMM),who have expert knowledge and combined skills for working in collaborativeteams to find solutions to local and global issues. Employers seek disciplinaryexperts as well as people who can act as connectors for groups and ideas and whoshare and communicate them effectively. Integration of the STEMM disciplineswithin teaching programmes is in its infancy, but there is recognition for providingextraordinary experiences in learning that develop collaboration and synthesis ofdivergent ways of thinking. A framework is presented for designing integratedSTEMM course work in higher education. It includes authentic, student-centered,evidence-based, inquiry, problem-based learning through situated, immersive andexperiential approaches that can support the deliberate development of skills forintegrating thinking, problem-solving and for creating humanistic solutions forlocal and global issues.

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

Cited by 86 publications

References 30 publications

Supporting Equity in Virtual Science Instruction Through Project-Based Learning: Opportunities and Challenges in the Era of COVID-19

Supporting Equity in Virtual Science Instruction Through Project-Based Learning: Opportunities and Challenges in the Era of COVID-19

Project-based learning to improve scientific literacy for primary education postgraduate students in science subject

Integrating STEMM in Higher Education: a proposed curriculum development framework

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