Engaging Students in Secondary Science Learning through the Scientific and Engineering Practices and Use of Digital Tools

Jari Lavonen, Cesar Gonzalo Vera-Vasquez, Janna Inkinen, Kalle Juuti, Katarina Salmela-Aro, Klinge Villalba-Condori

Research output: Contribution to journalConference articlepeer-review

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 languageAmerican English
Pages (from-to)92-100
Number of pages9
JournalCEUR Workshop Proceedings
Volume3353
StateIndexed - 2023
Event2022 International Congress of Trends in Educational Innovation, CITIE 2022 - Arequipa, Peru
Duration: 8 Nov 202210 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

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