Students as Agents of Change in the Design and Implementation of a Problem-Based Science Curriculum

• In Event: Curriculum Innovation and Enactment

Abstract

This paper explores how students experience shifts in instructional practice based upon their elicited feedback in the context of a problem-based learning science classroom. As part of a five-year Federally funded grant, university-based educational researchers collaborated with practitioners to identify how teaching and learning can be transformed when student voice is taken seriously. The research included in this paper focuses primarily upon the student experience: what kind of feedback do students give, what do students notice about instructional practice after their feedback, and what impact do students perceive that they have? Initial analyses suggest that students: provide focused and actionable feedback, recognize shifts in instructional practice based upon their feedback, and appreciate teacher efforts to implement student feedback.

Authors

• Elizabeth Wright, University of Washington

• Andrew W. Shouse, University of Washington