Abstract
Policy documents have suggested that school science should represent real scientific and engineering practices and use of digital tools, in order to raise students’ low levels of interest and engagement in science learning. In this study, a quasi-experimental design was used to test the effect of Project-Based Learning (PBL) and use of digital tools on the engagement and learning of upper secondary students. The experimental group (n = 29) was taught using a PBL Newtonian mechanics teaching module, and the control group (n = 25) was taught using traditional teacher-delivered lessons and practical work. Students’ engagement was measured using an experience sample (ESM) instrument, and their achievement of learning outcomes was measured using a cognitive test. We found that the PBL teaching module, which emphasized collaboration, the use of scientific and engineering practices and use of digital tools, engaged students in learning and supported them in achieving learning outcomes better than traditional teaching.
Original language | American English |
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Pages (from-to) | 92-100 |
Number of pages | 9 |
Journal | CEUR Workshop Proceedings |
Volume | 3353 |
State | Indexed - 2023 |
Event | 2022 International Congress of Trends in Educational Innovation, CITIE 2022 - Arequipa, Peru Duration: 8 Nov 2022 → 10 Nov 2022 |
Bibliographical note
Publisher Copyright:© 2022 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
Keywords
- Project based learning
- Scientific and engineering practices
- digital tools
- engagement