Supporting Students’ Science Content Knowledge and Motivation through Project-Based Inquiry (PBI) Global in a Cross-School Collaboration

Spires, Hiller A.; Himes, Marie; Krupa, Erin E.

doi:10.3390/educsci12060412

Cited by 6 publications

(5 citation statements)

References 41 publications

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“…Regarding the methodology of the program, the inquiry-based learning methodology has been chosen, where children learn by doing [32]. This methodology is well known and proven to be effective and encourages interaction and reflection among the children [63][64][65]. Many nutrition education programs focus on social cognitive theory [66][67][68][69].…”

Section: Discussionmentioning

confidence: 99%

Study Protocol for a Controlled Trial of Nutrition Education Intervention about Celiac Disease in Primary School: ZELIAKIDE Project

Vázquez-Polo,

Churruca,

Perez-Junkera

et al. 2024

Nutrients

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The only treatment for celiac disease (CD) is a strict and lifelong gluten-free diet (GFD), which must be safe and nutritionally balanced. Avoiding gluten brings difficulties with following the diet and can affect the social life of people with CD. The Zeliakide Project is a nutrition education program aimed at increasing the knowledge of the general population about healthy diets, CD and GFD, and, therefore, to improve the social inclusion and quality of life of people with CD. It is a one-month intervention program, two-armed cluster, non-randomised and controlled trial, conducted among 10–12-year-old children. Pre- and post-intervention evaluation and 1 month follow-up will be carried out to assess the effectiveness of the program. It is based on competencies and their respective learning outcomes. The teaching methodology chosen is a STEAM methodology: inquiry-based learning (IBL). A teaching unit has been created to develop the project, which, in the future, will be useful for the self-application of the program. This study will provide a valid and useful tool to achieve changes in the diet at the school level and will help to promote the social inclusion of people with CD. Moreover, it will enforce the STEAM competences of children.

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Section: Discussionmentioning

confidence: 99%

Study Protocol for a Controlled Trial of Nutrition Education Intervention about Celiac Disease in Primary School: ZELIAKIDE Project

Vázquez-Polo,

Churruca,

Perez-Junkera

et al. 2024

Nutrients

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“…Such researchers as Beers (2011), Siekmann and Korbel (2016), and Calalb (2021) also stated that learning by doing, active learning, learning by understanding, inquiry-based science education, problem-and projectbased learning describe the learner's engagement in science learning. Project-based learning can involve research and experimentation and increases content knowledge and motivation to learn (Spires et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Learning Skills Acquired at School for Stem Studies at the University

Birzina,

Cedere,

Kalnina

2023

PEC

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In order to acquire science, it is necessary to perform hands-on activities, make experiments and scientific inquiry with the obtained data, to be able to evaluate critically and understand the scientific concepts, as well as to collaborate and communicate. STEM learning promotes inquiring minds, logical reasoning, and communication and collaboration skills. Studying science at the university, students need both hard – cognitive and subject specific skills and soft – interpersonal and intrapersonal skills. The aim of the study was to clarify the appropriateness/usefulness of the learning skills acquired at school for STEM studies at the university. The study consisted of two parts: a systematic review of Web of Science and SCOPUS databases and surveys of 242 first-year science students of the University of Latvia about the learning skills acquired at school performed in 2018–2020. The qualitative data processing program AQUAD was used for processing data obtained from students’ survey. Data coding was performed according to the code system developed specifically for this purpose. The qualitative data was transferred into a quantitative format, based on relations between students’ statements, and linkages among codes were created. The study allowed concluding that cognitive, interpersonal and intrapersonal skills acquired at school are intrinsic learning skills during the first study year in higher education. There are no principal differences in the evaluation of hard and soft skills in the systematic review and students’ responses that proves the appropriateness/usefulness of the 21st-century learning skills acquired at school for science studies at the university. Keywords: learning skills, STEM education, first-year university students

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“…For this PBI Global, teachers and students collaborated to investigate topics pertaining to SDG 6: Clean Water and Sanitation and then shared findings virtually with their community. PBI Global has been implemented in a variety of instructional contexts, including US high school classrooms [20,22], and with global partners [5,19]. For this PBI Global, teachers and students collaborated to investigate topics pertaining to SDG 6: Clean Water and Sanitation and then shared findings virtually with their community.…”

Section: Project-based Inquiry (Pbi) Globalmentioning

confidence: 99%

Project-Based Inquiry (PBI) Global during a Pandemic: A New Learning Ecology Perspective

Himes,

Spires,

Krupa

et al. 2023

Education Sciences

Self Cite

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Building on new learning ecology theory and situated in the COVID-19 pandemic context, a qualitative research design was used to examine student and teacher perspectives on Project-Based Inquiry (PBI) Global. Drawing on Problem-Based Learning (PBL) and Project-Based Learning (PjBL), PBI Global supports participants toward engaging in inquiry-to-action aligned with the UN Sustainable Development Goals (SDGs). Data sources for this study included transcripts from student and teacher focus groups conducted before, during, and after the PBI Global process. Three themes emerged (1) creating global awareness of water issues, (2) learning to collaborate in remote and hybrid contexts, and (3) enhancing self-efficacy through iterative learning. The discussion focuses on the affordances and challenges of engaging in PBL during non-voluntary online learning, as well as study limitations and directions for future research.

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Supporting Students’ Science Content Knowledge and Motivation through Project-Based Inquiry (PBI) Global in a Cross-School Collaboration

Cited by 6 publications

References 41 publications

Study Protocol for a Controlled Trial of Nutrition Education Intervention about Celiac Disease in Primary School: ZELIAKIDE Project

Study Protocol for a Controlled Trial of Nutrition Education Intervention about Celiac Disease in Primary School: ZELIAKIDE Project

Learning Skills Acquired at School for Stem Studies at the University

Project-Based Inquiry (PBI) Global during a Pandemic: A New Learning Ecology Perspective

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