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56.023 - Bridging the Research-Practice Divide: Designing and Implementing Project-Based Learning in Advanced Placement Physics
Sun, April 30, 2:15 to 3:45pm, Henry B. Gonzalez Convention Center, Floor: Meeting Room Level, Room 209Session Type: Symposium
Abstract
This symposium examines three years in which a multidisciplinary team of educators and researchers engaged in iterative co-design and enactment of an advanced placement project-based learning Physics 1 course. Design-based implementation research drove the research-practice partnership focusing on a ‘learning while doing’ approach. The following five papers examine: impacts of the co-design process on practice and theory; teachers’ roles in promoting student engagement; multilevel modeling of student affect in the course; students’ perspectives on entry points/barriers that affect their course engagement over time; and the process of reframing professional development through a NIC. These studies provide rich examples of the co-design process in the context of a research-practice partnership and the impact of that process on learning and engagement.
Sub Unit
Chair
Papers
A Window Into the Design-Based Implementation Research Co-Design Process: Critical Features That Lead to Co-Learning - Ryan Lafferty, Bellevue School District; Carol Margaret Adams, Seattle University
Positive Affect in Advanced Placement Physics Classes: Results From Project-Based Learning - Amy M. Sharp, University of Washington; Elizabeth A. Sanders, University of Washington; Katherine M. Kovacich, University of Washington - Seattle
Beyond the White Lab Coat: Student Experiences in an Advanced Placement Project-Based Physics Course - Sarah Amber Evans, Texas Woman's University; Gavin Tierney, University of Washington - Bothell; Nancy J. Vye, University of Washington
In the Service of Student Engagement: Teachers Going "All In" - Sarah Ward, University of Washington; Carol Margaret Adams, Seattle University
Reframing Professional Development Through a Networked Improvement Community: Turning Curricular Enactments Into Learning Opportunities - Carol Margaret Adams, Seattle University; Nancy J. Vye, University of Washington; Gavin Tierney, University of Washington - Bothell; Sarah Amber Evans, Texas Woman's University; Katherine M. Kovacich, University of Washington - Seattle