J. Krajcik, Barbara Schneider, Emily Miller, I. Chen, Lydia Bradford, Quinton Baker, Kayla Bartz, Cory Miller, Tingting Li, Susan Codere, Deborah Peek-Brown
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引用次数: 9
Abstract
This investigation studied the effects of the Multiple Literacies in Project-Based Learning science intervention on third graders’ academic, social, and emotional learning. This intervention includes four science units and materials, professional learning, and post-unit assessments; features of project-based learning; three-dimensional learning (National Research Council, 2012); and the performance expectations from the Next Generation of Science Standards (NGSS Lead States, 2013). The intervention was evaluated with a cluster randomized control trial in 46 Michigan schools with 2,371 students. Results show that students who received the intervention had higher scores on a standardized science test (0.277 standard deviation) and reported higher levels of self-reflection and collaboration when involved in science activities.
本研究旨在探讨多元素养在项目式学习科学干预下对三年级学生学业、社会和情感学习的影响。该干预包括四个科学单元和材料、专业学习和单元后评估;项目式学习的特点;三维学习(国家研究委员会，2012);以及下一代科学标准的绩效期望(NGSS Lead States, 2013)。在密歇根州46所学校的2371名学生中进行了随机对照试验，对干预措施进行了评估。结果表明，接受干预的学生在标准化科学测试中得分更高(0.277标准偏差)，并且在参与科学活动时报告了更高的自我反思和合作水平。
期刊介绍：
The American Educational Research Journal (AERJ) is the flagship journal of the American Educational Research Association, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning. AERJ welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work.
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