Integrating Science Through Project-Based Learning
Grant
Overview
abstract
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Project-based learning (PBL) is an approach to science education that has been shown to support student understanding for science concepts by allowing them to apply knowledge to real-world, relevant applications. There has been research more recently focusing on developing teachers? understanding for science by engaging them in authentic research (AR) which has simialr components to PBL. This proposal intends to examine the impact of PBL on the understanding of the nature of science, specific science content knowledge and science interests of undergraduates in two groups: those pursuing a science education degree and those pursing a science career. We would like to know if students in one track engage and develop knowledge and skills more proficiently than another track and if the approach is more effective for a particular group of learners. The intended courses for this proposal are SCIE3602 (Physical Science for middle grade and high school teachers) and Geol1700 (Environmental Studies). In SCIE3602 the course includes students that are pre-service science teachers, focusing on methodology. In Geol1700 the course includes students that are pursuing either a teaching track or a science career track and focusing on content. We anticipate continuing to collect data in our courses during year 2 and to focus on examining the data collected in surveys, concept maps, visualization models and essays. In addition during year 2 we anticipate opportunties to observe pre-service teachers attmepting to implement the PBL strategies in thier classrooms.
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