The Quest for Deeper Learning and Engagement in Advanced High School Courses

Boss, Suzie; Johanson, Cynthia; Arnold, Stephen; Parker, Walter C.; Nguyen, Dung; Mosborg, Susan; Nolen, Susan Bobbitt; Valencia, Sheila W.; Vye, Nancy; Bransford, John D.

doi:10.4087/foundationreview-d-11-00007

Cited by 9 publications

(4 citation statements)

References 6 publications

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“…The positive outcomes resulting from PBL are not isolated to one specific student group. PBL has been used across grade levels from elementary [20], middle school [21], high school [22] to post-secondary students [23]. Additionally, both high and low ability students have been shown to benefit academically [24].…”

Section: Positive Outcomes For Studentsmentioning

confidence: 99%

An investigation of teacher experiences in learning the project-based learning approach

2021

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Project-based learning (PBL) has a positive impact on student motivation, students’ perceived learning, and performance. However, many teachers are reluctant to adopt PBL. This mixed-methods study examined in-service teachers’ learning experiences of planning and implementing PBL situated in a graduate level PBL course and sought insight into the challenges and ways to overcome the challenges in implementing PBL in practice. Results indicate that teachers’ confidence about their ability to plan and implement a PBL project improved upon completion of the course. Nevertheless, teachers cited various obstacles, such as a lack of mentoring, planning time and implementation experiences, which had prevented them from complete implementation of PBL in teaching. Possible ways to overcome the challenges in adopting PBL include school support, opportunities for experience and practice with PBL, and peer collaboration. The study also showed that a semester-long course focused on designing and developing a PBL project of teachers’ choice was effective in helping increase their confidence and experience in potential implementation of PBL in classroom practice. This study contributes to the implementation of PBL in classrooms and teacher education as well as teacher professional development on the PBL approach.

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Section: Positive Outcomes For Studentsmentioning

confidence: 99%

An investigation of teacher experiences in learning the project-based learning approach

2021

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“…Examples of promising findings for PjBL can be found for middle school science (Geier, et al, 2008) and middle or elementary math (Boaler, 1997;Cognition and Technology Group at Vanderbilt, 1992). There is also evidence for the effectiveness in high school economics (Finkelstein, Hanson, Huang, Hirschman, & Huang, 2010) and government (Boss, et al, 2011). Research indicates there can be advantages for teacher professional development and student learning in various disciplines (Walker & Leary, 2009), and that PjBL use is correlated to teaching of twenty-first-century skills (Hixson, Ravitz, & Whisman, 2012).…”

Section: Project-based Learningmentioning

confidence: 99%

Assessing the Role of Online Technologies in Project-based Learning

Ravitz¹,

Blazevski²

2014

Interdisciplinary Journal of Problem-Based Learning

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This study examines the relationships between teacher-reported use of online resources and preparedness, implementation challenges, and time spent implementing project-based learning (PjBL) or similar approaches in high school academic courses. Variables were measured using self-reports from those who teach in reform network high schools that emphasize related instructional reforms (n = 166) and those who do not (n = 164). In both school types, technology use was positively related to the amount of PjBL use and teacher preparedness. We used path analysis (two-group SEM) to test a model that predicted online technology use would have a negative relationship to perceived challenges and a positive relationship to more preparedness, and that these would predict time spent conducting projects. Control variables included teacher professional engagement, use of interdisciplinary instruction, and schoolwide emphasis on inquiry. Data support many of the predicted relationships, including a direct relationship between online feature use and time spent on PjBL for teachers in reform network schools. Outside the reform network schools, however, the path from online feature use to PjBL use was unclear with only indirect effects. These results suggest areas for further investigation and that we should be cautious not to overstate the role of online technologies.

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“…When measures are closely aligned to project design, PBL has a better chance of showing an impact (e.g., Strobel and van Barneveld, 2008;Finkelstein, et al, 2010;Boss, et al, 2011). Although projects in West Virginia were mapped to standards that theoretically are assessed on WESTEST 2, there was no opportunity to establish measures for assessing each standard individually.…”

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confidence: 99%

Investigation of Self-Efficacy Perceptions Regarding the 21st Century Skills of University Students Enrolled in Different Faculties

Köksoy¹,

Daşdemir²

2021

eqr

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The 21st-century skills are considered to be needed by individuals in a changing world. The aim of this research study is to determine whether or not the self-efficacy perceptions of students enrolled in the Faculty of Education, the Faculty of Literature, and the Faculty of Nursing (health) pertaining to the 21st-century skills cause any difference among the faculties. The population of the research is comprise of 1,056 students, 841 females and 215 males, at Ege University during the fall semester of the 2018-2019 academic year. “21st Century Skills Self-efficacy Perception” scale, which has 3 subdimensions such as “Learning and Renewal (LR) Skills,” “Life and Career (LC) Skills,” and “Information, Media and Technology (IMT) Skills,” is utilized in the study. The research study is designed in accordance with the causal-comparative model. In the data analysis, independent groups t-test is performed to detect differences in terms of gender, whereas the one-way analysis of variance) techniques are conducted to detect differences in terms of faculties. The margin of error is determined as .05 in the study. No significant difference is detected in the LR skills of university students in terms of the gender variable. It is found that a significant difference exists according to gender in the subdimension of LC skills. No significant difference is observed according to gender variable in the subdimension of IMT skills of university students. According to this result, the LC skills of female students are detected to be higher than that of male students. It is observed that the LR skills of the students in the faculty of education are higher than that of the students in the faculty of health sciences. It is determined that a significant difference exists in the LC skills of university students according to the faculty of education variable. It is determined that the LC skills of the students in both the faculties of education and literature are higher than that of the students in the faculty of health sciences. Furthermore, it is determined that the IMT skills of the students in the faculty of education and the faculty of literature are higher than that of the students in the faculty of health sciences.

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The Quest for Deeper Learning and Engagement in Advanced High School Courses

Cited by 9 publications

References 6 publications

An investigation of teacher experiences in learning the project-based learning approach

An investigation of teacher experiences in learning the project-based learning approach

Assessing the Role of Online Technologies in Project-based Learning

Investigation of Self-Efficacy Perceptions Regarding the 21st Century Skills of University Students Enrolled in Different Faculties

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