Developing and Measuring Optimal Learning Environments Through Project-Based Learning

• In Event: Crafting Engagement in Science Environments Through Project-Based Learning

Abstract

Objectives and Purpose
This study measures engagement during Project-Based Learning ([PBL]; Krajcik & Shin, 2014) experiences in contrast to traditional science teaching. During PBL, students engage in making sense of phenomena to answer meaningful questions through collaboration, investigation, and designing artifacts that respond to a driving question. This presentation examines our professional model for supporting U.S. and Finnish high school physics and chemistry teachers in designing and using PBL curricular materials. Specifically, we describe how the features of effective professional learning appeared in the research project in addition to the teachers’ perspectives on designing, enacting, and revising the curricular materials for the project.
Methods
22 high school teachers (9 physics and 13 chemistry) from the U.S., and 9 high school teachers (5 physics and 4 chemistry) from Finland participated in the research project. All teachers teach in schools ranging from low to medium socioeconomic status and volunteered to participate in the project. Altogether, 6 U.S. and 5 Finnish teachers answered open-ended interview questions concerning their learning, PBL’s influence on their teaching, challenges they faced while designing the curriculum, and support they received on the project as they designed multiple 2 to 3 week-long PBL units.
Results
Teachers had several opportunities to collaborate and share ideas with the teachers and researchers from other countries: a group of Finnish teachers participated in one of the U.S. workshops, a group of U.S. teachers visited the Finnish teachers and their classrooms, and both groups had online meetings throughout the year.
American and Finnish teachers mentioned that in the professional learning workshops they learned about designing curricular materials that align with learning goals of PBL and how to support students’ sense making of phenomena. This helped them shift their teaching to be more student-focused and discursive around figuring out a driving question. The teachers mentioned they had some challenges when designing their own curricular materials. More time was needed to develop quality materials, to design coherent storylines, to find engaging driving questions, to prepare appropriate assessments, and for sharing and discussing ideas with other teachers. Some of the Finnish chemistry teachers also mentioned that more collaboration with other teachers and researchers would have been valuable and supportive when designing the lessons. Teachers recognized the effect of collaborative work with other teachers and researchers during the workshops and weekly meetings, providing them with valuable feedback and confidence in designing meaningful curricular materials.
Conclusion
Teachers had various opportunities to experience features of effective professional learning in both the U.S. and Finland. Further, teachers’ reflections emphasized the importance of disciplinary-based support. Since the Finnish teachers often worked independently during unit development, these teachers expressed lack of sufficient support indicating collaboration between researchers and teachers is crucial for supporting the teachers in designing curricular materials. The weekly online meetings and the collaborative work in the U.S. helped teachers avoid this difficulty.

Authors

• Joseph S. Krajcik, Michigan State University

• Jari Lavonen, University of Helsinki

• Deborah Peek-Brown, Michigan State University

• Israel Touitou, Michigan State University

• Tom Bielik, Michigan State University

• Kellie Renee Finnie, Michigan State University

• Janna Inkinen, University of Helsinki

• Kalle Juuti, University of Helsinki