Impact of project‐based curriculum materials on student learning in science: Results of a randomized controlled trial

Abstract

sets an ambitious vision for science learning by emphasizing that for students to achieve proficiency in science they will need to participate in the authentic practices of scientists. To realize this vision, all students will need opportunities to learn from high-quality curriculum materials where they engage in science practices. We report on our study of a middle school curriculum called Project-Based Inquiry Science that has some design features that match well with the new directions in science education. To measure the impact of these materials, we conducted a randomized controlled trial in sixth grade science classrooms across 42 schools in an urban school district. We randomly assigned schools to either a treatment condition where teachers implemented the project-based science curriculum or a comparison condition where teachers implemented the district-adopted textbook. Teachers in both conditions received professional development on the Framework. Students who participated in the project-based science curriculum outperformed students in the comparison curriculum on outcome measures that were aligned to core science ideas and science practices in the Framework. Importantly, the results show that project-based curriculum materials that incorporate science practices along with disciplinary content can help students achieve next generation science learning outcomes when there is coherence with district guidance about instruction. The study findings suggest that curriculum materials, district involvement, and support for teachers' implementation of new forms of instruction are important for realizing the vision and key principles of the Framework in the context of a large and diverse urban school district.

Knowing more about things you care less about: Cross‐sectional analysis of the opposing trend and interplay between conceptual understanding and interest in secondary school chemistry

“…These activities seem to provide productive starting points to address students' interests as well as fostering their understanding. Increasingly using related teaching methods, for example, project‐based learning (cf., Harris et al, ) or peer‐tutoring (cf., Ding & Harskamp, ), could offer the opportunity to profit most from this close interrelation between students' interest in specific activities and their achievement. With regard to science lessons in Germany, but probably also with regard to other countries, these teaching approaches cannot be considered as standard repertoire (Risch, ; Schiepe‐Tiska et al, ).…”

Emotional and motivational outcomes of lab work in the secondary intermediate track: The contribution of a science center outreach lab

“…Involvement, practical work, and free choice have been identified as stimuli affecting students’ situational interest toward science at least for the duration of the lesson (Jack & Lin, ; Palmer, ) and may induce longer‐lasting individual interest. Nevertheless, the motivational value of intensive work in inquiry‐based lessons is not clear: inquiry‐based instruction can yield improved science learning (Harris et al, ) and higher enjoyment (Murray & Reiss, ) but may also lead to negative affect (Litmanen, Lonka, Inkinen, Lipponen, & Hakkarainen, ). Moreover, students only prefer practical work and group work when put in relation to other more theoretical teaching techniques: Abrahams () emphasizes that lab work per se will not increase students’ individual interest in science.…”

Curriculum‐based teacher professional development in middle school science: A comparison of training focused on cognitive science principles versus content knowledge

“…The study sheds light on the importance of designing an intervention that can be effective in school districts that are experiencing a high magnitude of teacher instability and are under pressure to meet accountability requirements (Harris et al, ; Penuel, Riel, Krause, & Frank, ). Such an intervention will be a challenge for researchers and practitioners, but it appears to bring benefits to students, especially those in high‐poverty areas.…”