Engagement in Learning Physics through Project-Based Learning: A Case Study of Gifted Finnish Upper-Secondary-Level Students

Autor/inn/en	Makkonen, Taina; Tirri, Kirsi; Lavonen, Jari
Titel	Engagement in Learning Physics through Project-Based Learning: A Case Study of Gifted Finnish Upper-Secondary-Level Students
Quelle	In: Journal of Advanced Academics, 32 (2021) 4, S.501-532 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Makkonen, Taina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X211018644
Schlagwörter	Mechanics (Physics); Science Instruction; Instructional Effectiveness; Teaching Methods; Active Learning; Student Projects; High School Students; Student Interests; Learner Engagement; Learning Motivation; Adolescents; Academically Gifted; Personal Autonomy; Cooperative Learning; Difficulty Level; Skill Development; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Mechanik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Schulprojekt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Studieninteresse; Motivation for studies; Lernmotivation; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Individuelle Autonomie; Kooperatives Lernen; Schwierigkeitsgrad; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Finnland
Abstract	Research on the advantages and disadvantages of project-based learning (PBL) among gifted pupils studying physics is scarce. This mixed-methods study investigates engagement, experiences, and learning outcomes among gifted Finnish upper-secondary-level students learning physics through PBL. A six-lesson PBL module on basic Newtonian mechanics was designed and implemented for a group of gifted students (N = 38), whereas a traditional teacher-driven approach was used among a control group (N = 38) of gifted students. Data were collected by means of a questionnaire, interviews and a physics test. According to the results, PBL met the preconditions (challenge, skill, interest) for engaging the students in learning physics. It generated interest in learning among the vast majority, but not as many found it challenging. The findings also highlight the impact of autonomy when learning through PBL. No differences in overall learning outcomes were found between the groups. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01