Improving Science Achievement—Is It Possible? Evaluating the Efficacy of a High School Chemistry and Physics Project-Based Learning Intervention

Barbara Schneider, Joseph Krajcik, Jari Lavonen, Katariina Salmela-Aro, Christopher Klager, Lydia Bradford, I. Chien Chen, Quinton Baker, Israel Touitou, Deborah Peek-Brown, Rachel Marias Dezendorf, Sarah Maestrales, Kayla Bartz

Research output: Contribution to journalArticlepeer-review

24 Citations (Scopus)

Abstract

Crafting Engaging Science Environments is a high school chemistry and physics project-based learning intervention that meets Next Generation Science Standards performance expectations. It was administered to a diverse group of over 4,000 students in a randomized control trial in California and Michigan. Results show that treatment students, on average, performed 0.20 standard deviations higher than control students on an independently developed summative science assessment. Mediation analyses show an indirect path between teacher- and student-reported participation in modeling practices and science achievement. Exploratory analyses indicate positive treatment effects for enhancing college ambitions. Overall, results show that improving secondary school science learning is achievable with a coherent system comprising teacher and student learning experiences, professional learning, and formative unit assessments that support students in “doing” science.

Original languageEnglish
Pages (from-to)109-121
Number of pages13
JournalEducational Researcher
Volume51
Issue number2
DOIs
Publication statusPublished - Mar 2022
Externally publishedYes

Keywords

  • achievement
  • effect size
  • evaluation
  • experimental research
  • hierarchical linear modeling
  • learning environments
  • program evaluation
  • science education

ASJC Scopus subject areas

  • Education

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