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Why Is Multiple Literacies in Project-Based Learning Effective for Promoting Elementary Science Learning and Engagement?

Fri, April 17, 4:05 to 6:05pm, Virtual Room

Abstract

Objective
To develop usable knowledge, learners need support, motivation, and opportunities to make sense of phenomena and explore how and why they occur (Pellegrino & Hilton, 2012). Highlighted in the Next Generation Science Standards (NGSS, 2013); usable knowledge is one foundational pillar of science reform that guided Multiple Literacies in Project-Based Learning (ML-PBL). To test this idea, we created a system of learning and instruction for 3rd graders that promotes the development of scientific understanding, engagement, and social and emotional learning. Our ML-PBL study investigates whether learning environments can engage all students in sense-making, build usable knowledge, and promote social and emotional learning.

Theoretical Background
Based on The Framework for K-12 Science Education (NRC, 2012) and the principles of project-based learning (Author, 2014), ML-PBL presents a vision for science teaching and learning in which students use 3 dimensions of scientific knowledge to make sense of phenomena and solve real-world problems. PBL is grounded in theoretical ideas: (1) active construction, (2) situated learning, (3) social interactions, and (4) cognitive tools (Bransford, Brown, & Cocking, 1999; NRC, 2007). Based on these principles, PBL focuses on a driving question that motivates the need to know, moving student learning forward through the development of authentic artifacts.

We completed a cluster randomized field trial of ML-PBL in midwestern elementary schools. Based on our initial field test results, this phase-two efficacy study explores the following questions: How do students in PBL treatment classrooms compare with students in control classrooms on standardized measures of science learning, literacy, and mathematics; and measures of social and emotional learning?

Methods
Our study began with a field test of four curricular units, professional learning, and assessments which we tested and revised with teacher partners. This iterative process led us to a strategic plan for the efficacy study which involved curricular units with exemplary lessons that immersed students in knowledge-in-use experiences; 3-day professional learning sessions complemented with online professional learning, and a one-day face-to-face session to introduce subsequent units; and post-unit assessments aligned with 3-dimensional learning (NRC, 2012).

To test the effect of ML-PBL, schools were randomly selected and stratified on student enrollment, race and ethnicity, free and reduced lunch, and student achievement. An equivalence analysis confirmed equal representation of students and schools in the two conditions resulting in 49 treatment teachers and 59 controls. Teachers were observed, interviewed, and surveyed at various points throughout the school year. Students took reading and mathematics pre-tests, independent summative post-tests, and an indicator of social and emotional experiences in science classes.

Results and Science Significance
Preliminary results from an equivalent subsample show that ML-PBL students had significantly higher summative learning science scores than the control students. A positive and significant relationship was found between student science academic, social, and emotional learning, controlling on prior student achievement and classrooms where ML-PBL was implemented with fidelity. ML-PBL also showed a positive association with reflection and collaboration. These early results suggest that ML-PBL is transforming science learning and instruction, underscoring the importance of promoting engaging environments.

Authors