Ms. Kramer's Case: Developing Students Learning Through Project-Based Learning

• In Event: Teacher Change of Practice Across Contexts: Case Studies of Large-Scale Project-Based Science Curriculum Enactment

Abstract

Objectives. PBL supports students’ science learning through the following strategies: discourse moves, systems perspective, figuring out, sensemaking and leveraging learning with a DQ. The case of Ms. Kramer, an experienced teacher who has 15 years teaching experience, details how she supports students’ science learning through using PBL features.

Theoretical Perspective. Project-based learning crafts a supportive learning environment for students to investigate real-world questions that they find meaningful. Enacting PBL allows
teachers and students to meet the learning required by reform documents(NRC, 2012; NGSS Lead States, 2013). However, less emphasis is about what
experiences students should have to engage in science learning, and how teacher should support students’ learning in the classroom. In the context of PBL, students become immersed in learning environments where they engage in doing science to
make sense of phenomena and develop deep knowledge of scientific ideas and scientific practices. This case examines how one PBL efficacy teacher supports
students’ science learning through PBL features by analyzing multiple data sources.

Method and Data Sources. This case uses qualitative methods and draws from a wealth of data including classroom observations, teacher interviews, surveys, instruction videos and student artifacts to show PBL can be used to promote students’ science learning.

Results. Throughout the school year, Ms. Kramer took great effort to promote and support her
students’ science learning. She used fairly consistent strategies across the four units to
maintain and support her students to learn. Four themes were emphasized within each
unit and across the four units. The first theme is the teacher uses talk moves as one
vehicle to develop a supportive learning environment to support students expressing
and communicating their ideas. The discourse moves were provided to support her students. The second theme is the teacher emphasizes the importance of
supporting students’ learning from a system perspective, not just thinking about phenomenon in isolation. Students should know the mechanism of how things work and how they interact with each other. This system perspective was emphasized in her classroom, especially when students used scientific practices, such as modeling and
developing explanations. The teacher support students learning science independently through the scientific practices. She had her students figure out phenomena by themselves, instead of telling them directly, provided numerous supports for writing and emphasized the importance of having students make their own claims using evidence. The fourth theme is the teacher used driving questions and associated questions to promote, summarize and
check students’ learning during and at the end of the most classes, which provided her
with students’ learning information and helped her make decisions about her teaching.

Significance. Teacher can support students’ science learning through using PBL features. This case can provide insight about how elementary teacher provide supports for students’ science learning in the context of PBL.

Author

• Tingting Li, Michigan State University