Project-Based Learning in AP Classrooms: Lessons from Research

Autor/inn/en	Saavedra, Anna Rosefsky; Rapaport, Amie; Morgan, Kari Lock; Garland, Marshall W.; Liu, Ying; Hu, Alyssa; Hoepfner, Danial; Haderlein, Shira Korn
Titel	Project-Based Learning in AP Classrooms: Lessons from Research
Quelle	In: Phi Delta Kappan, 103 (2021) 3, S.34-38 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/00317217211058522
Schlagwörter	Active Learning; Student Projects; Advanced Placement Programs; Educational Research; Racial Differences; Scores; Equal Education; Program Effectiveness; Washington + Suchen Sie Ihr Suchwort? Aktives Lernen; Schulprojekt; Bildungsforschung; Pädagogische Forschung; Rassenunterschied
Abstract	A team of researchers wanted to learn whether AP teachers using a project-based learning (PBL) approach could develop students' deep learning of knowledge and skills while preparing them for their AP exams. They used a randomized controlled trial to evaluate the Knowledge in Action (KIA) project-based curricula for AP courses. KIA students outperformed non-KIA students on AP exams, including within subgroups. Though the shift to PBL required considerable pedagogical changes, teachers and students perceived benefits beyond AP performance, and the majority of teachers planned to continue using PBL after the study. The pattern of results was consistent for two years and in two courses, AP U.S. Government and AP Environmental Science. Results support teacher-driven adoption of KIA for students from both lower- and higher-income households and in both courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01