Supporting Advanced Placement Science Identities With Project-Based Learning

• In Event: 56.082 - Poster Session 12
  In Poster Session: 56.082-1 - Motivation, Learning, and Instruction in STEM

Abstract

The College Board reports that females and racial minorities are underrepresented in AP STEM participation, and has encouraged schools to diversify enrollment in these courses. This trend may be connected to the ways in which students socially identify with this learning context. Project Based Learning (PBL) can support students’ connection with AP STEM coursework by tasking them with solving real-world problems. This study uses Nasir & Hand’s practice-linked identity framework (2008) to analyze the affordances and constraints to students’ identities in the context of a PBL AP Environmental Science course offered in an urban, poverty-impacted school district. Findings from interviews and video data suggest PBL can potentially support the development of AP science identities. Theoretical and practical implications are discussed.

Author

• Alexandra Goodell, University of Washington - Seattle