Motivating Teaching, Sustaining Change in Practice: Design Principles for Teacher Learning in Project-Based Learning Contexts

Abstract

In A Framework for K-12 Science Education, researchers call for teachers to make dramatic shifts in practice -and sustain in these changes in practice -so students can engage in rigorous and equitable threedimensional science learning. Project-Based Learning (PBL) motivates students from diverse backgrounds to persist in learning. This project presents design features that bring together the assets of the Framework with PBL, and then tests these features to derive design principles that serve as commitments for designing for teacher change and student learning. Close ethnographic study of 10 teachers over 5 years in a design-based research study is triangulated with data collected across 41 districts in multiple states engaged in a PBL elementary science curriculum. The following design principles provide guidance for developing materials that support the depth necessary for promoting changes to teachers' practice at scale: Adaptive, Responsive, and both Enjoyable and Intellectually Satisfying.

Mobile Learning in Science Education to Improve Higher-Order Thinking Skills (HOTS) and Communication Skills: A Systematic Review

“…The following science learning approach applied in mobile learning is project-based learning [5]. Project-based learning makes students investigate complex problems and solve them [38].…”

The role of phenomena and problems in science andSTEMeducation: Traditional, contemporary, and future approaches

“…Thus, the purpose might have been retroactively framed so that students engage in science and engineering to make sense of phenomena and problems as scientists and engineers do in their professional work. Another plausible reason is that, in response to the need to define the purpose of science and engineering learning, major research programs in science and engineering education focused on how students engage with phenomena and problems through place‐based learning (Endreny, 2010; Haywood, 2014; Semkin & Freeman, 2008; Tolbert & Knox, 2016), project‐based learning (Harris et al, 2015; Krajcik & Czerniak, 2013; Miller et al, 2021), problem‐based learning (Hmelo‐Silver, 2004; Marra et al, 2014), and socio‐scientific issue learning (Herman et al, 2021; Sadler et al, 2017). As will be described in the Proposed Future Approaches in STEM Education section below, these research programs give students a purpose for science learning, but they often address phenomena or problems that are disconnected from pressing societal challenges and/or do not devote sufficient attention to the disproportionate impact of pressing societal challenges on minoritized groups.…”

“…From an equity perspective, through place‐based learning, students use science and engineering in their daily lives, home, and community (Endreny, 2010; Haywood, 2014; Herman et al, 2021; Semkin & Freeman, 2008; Tolbert & Knox, 2016). From a science perspective, through project‐based learning, students use science ideas as they investigate a driving question to explain a phenomenon (Harris et al, 2015; Krajcik & Czerniak, 2013; Miller et al, 2021). From an engineering perspective, through problem‐based learning, students learn science in the context of solving an authentic problem (Hmelo‐Silver, 2004; Marra et al, 2014).…”

Penerapan Model Pembelajaran Project Based Learning Di Sdn Kedungpeluk 2 Sidoarjo

“…Salah satu program dari "Merdeka Belajar" adalah Kampus mengajar yang memiliki tujuan untuk memberikan kesempatan kepada mahasiswa belajar dan mengembangkan diri melalui aktivitas di luar kelas perkuliahan (Darajatun & Ramdhany, 2021;Widiyono et al, 2021) Penerapan model pembelajaran Project Based Learning (PBL) di SDN Kedungpeluk 2, dilakukan secara terencana dengan didampingi oleh guru kelas dan arahan dosen pembimbing lapangan. PBL adalah metode pengajaran yang berpusat pada siswa berdasarkan konstruktivisme dan teori konstruk-sionisme (Miller et al, 2021). Sebuah tinjauan literatur menunjukkan bahwa PBL telah diujicobakan dan diadopsi di berbagai institusi pendidikan di seluruh dunia.…”