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15.052 - Promoting and Measuring Student Learning and Engagement Through Project-Based Learning: Leveraging Coherence
Fri, April 5, 12:00 to 2:00pm, Metro Toronto Convention Centre, Floor: 700 Level, Room 707Session Type: Symposium
Abstract
In Project Based Learning (PBL) students engage in making sense of phenomena to answer meaningful questions through collaboration, investigation, and the design of artifacts that respond to the driving question. We use the principles of PBL to design learning environments to foster usable knowledge for elementary students. Our project, Multiple Literacies in Project-Based Learning (ML-PBL) holds promise in supporting students in learning, engagement and self-efficacy. However, the development and testing of tools is needed to research the value of this approach. In this session, researchers from different institutions and disciplinary backgrounds will discuss various aspects of the ML-PBL learning environments. The results will shed light on how to more effectively design PBL to support elementary students in learning challenging science.
Sub Unit
Chair
Papers
Designing Curriculum Resources and Enactment: Expanding Understanding of Knowledge-in-Use - Emily Adah Miller, University of Georgia; Samuel Severance, Michigan State University; Susan Codere, CREATE for STEM at MSU; Joseph S. Krajcik, Michigan State University
Using Fidelity of Implementation to Advance Project-Based Learning Curricular Design, Professional Learning, and Assessment - Susan Codere, CREATE for STEM at MSU; Emily Adah Miller, University of Georgia; I-Chien Chen, Michigan State University; Joseph S. Krajcik, Michigan State University; Barbara Schneider, Michigan State University; Israel Touitou, Michigan State University
Exploring the Role of Social and Emotional Learning in Project-Based Learning Science Classrooms - Emily Adah Miller, University of Georgia; Susan Codere, CREATE for STEM at MSU; I-Chien Chen, Michigan State University; Barbara Schneider, Michigan State University
Explicating "Multiple Literacies": Synergistic Texts, Tasks, and Enactments in Project-Based Learning - Miranda Fitzgerald, University of North Carolina - Charlotte; Meredith Baker Marcum, University of Michigan - Ann Arbor; Gabriel Philip DellaVecchia, University of Michigan - Ann Arbor; Kathleen Easley, University of Michigan - Ann Arbor; Annemarie S. Palincsar, University of Michigan