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

Abstract

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.

The Effect of PBL Model with Technology-Based and Motivation on Student’s Entrepreneuraial Attitude of Economics Education Department at STKIP PGRI Jombang

“…As a result, students must actively participate in the teaching and learning process. Entrepreneurship is an example of a course that requires tight collaboration between students and lecturers [5]. One of several objectives of entrepreneurship in higher education is the ability to analyze and solve problems that are more authentic and concrete than the material presented by lecturers in class; additionally, students receive both soft and hard skill learning, implying that they have knowledge of entrepreneurial concepts and principles as well as the skills to develop them.…”

“…Any learning approach based on Problem Based Learning contributes a lot in improving knowledge in the field of learning [8]. [5] found that combining the Problem Based Learning model can help students solve and explore critical thinking skills, their interest in addressing learning challenges and enhance students' entrepreneurial achievement.…”

“…Anyone who wants to be an entrepreneur must have an entrepreneurial mind set in general. The entrepreneurial attitude is a reflection of the entrepreneurial activity [5]. The study also looked into the relevance and adequacy of course content in university entrepreneurship education to determine the extent to which students' competencies are developed [9].…”

“…The entrepreneurial attitude is a reflection of the entrepreneurial activity [5]. The study also looked into the relevance and adequacy of course content in university entrepreneurship education to determine the extent to which students' competencies are developed [9]. As a result, as the basic capital in entrepreneurship, college graduates must have an entrepreneurial attitude.…”

“…In a high-quality person, three important factors cannot be separated: entrepreneurial mental attitude, entrepreneurial mental alertness, and entrepreneurial skills and abilities [8] . PBL model is an innovative learning model that can provide active learning circumstances for students by exposing them to real-world situations to begin learning [5]. During the Covid-19 pandemic, [12] & [13] stated that integrating PBL with online learning proved beneficial in accommodating the barriers of face-to-face students at the university level.…”