Please use this identifier to cite or link to this item:
|Title:||Students’ Responses to Curricular Activities as Indicator of Coherence in Project-Based Science|
Van Horne, Katie
|Publisher:||Singapore: International Society of the Learning Sciences|
|Citation:||Penuel, W., Van Horne, K., Severance, S., Quigley, D., & Sumner, T. (2016). Students’ Responses to Curricular Activities as Indicator of Coherence in Project-Based Science In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2. Singapore: International Society of the Learning Sciences.|
|Abstract:||Project-based learning seeks to engage students through sustained investigation of real-world problems or design challenges. Weekly mini-surveys were administered to students during an 8-week project-based learning unit to understand students’ perceptions of alignment of lessons to the overall challenge, their affective responses to lessons, and how these varied across lesson types and teachers. Results from a multilevel model revealed significant teacher level variance; no differences across lesson types were found.|
|Appears in Collections:||ICLS 2016|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.