The Relationship between Project-Based Learning and Rigor in STEM-Focused High Schools

Autor/inn/en	Edmunds, Julie; Arshavsky, Nina; Glennie, Elizabeth; Charles, Karen; Rice, Olivia
Titel	The Relationship between Project-Based Learning and Rigor in STEM-Focused High Schools
Quelle	In: Interdisciplinary Journal of Problem-based Learning, 11 (2016) 1, Artikel 3 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-5015
DOI	10.7771/1541-5015.1618
Schlagwörter	STEM Education; Active Learning; Student Projects; High Schools; Student Surveys; Transcripts (Written Records); Classroom Observation Techniques; Fidelity; Program Implementation; Intervention; Student Attitudes; Educational Practices; Academic Standards; North Carolina + Suchen Sie Ihr Suchwort? STEM; Aktives Lernen; Schulprojekt; High school; Oberschule; Schülerbefragung; Schülerverhalten; Bildungspraxis
Abstract	Project-based learning (PjBL) is an approach often favored in STEM classrooms, yet some studies have shown that teachers struggle to implement it with academic rigor. This paper explores the relationship between PjBL and rigor in the classrooms of ten STEM-oriented high schools. Utilizing three different data sources reflecting three different perceptions--student surveys, teacher logs, and classroom observations--the study examines the extent to which PjBL and rigor co-occur. Across all three measures, the results show that use of PjBL is associated with higher levels of rigor. However, the study also shows that academic rigor can be present in the absence of PjBL, and that PjBL can be implemented with low levels of rigor. The paper concludes with implications for practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01