TY - JOUR
T1 - Improving Science Achievement—Is It Possible? Evaluating the Efficacy of a High School Chemistry and Physics Project-Based Learning Intervention
AU - Schneider, Barbara
AU - Krajcik, Joseph
AU - Lavonen, Jari
AU - Salmela-Aro, Katariina
AU - Klager, Christopher
AU - Bradford, Lydia
AU - Chen, I. Chien
AU - Baker, Quinton
AU - Touitou, Israel
AU - Peek-Brown, Deborah
AU - Dezendorf, Rachel Marias
AU - Maestrales, Sarah
AU - Bartz, Kayla
N1 - Publisher Copyright:
© 2022 AERA.
PY - 2022/3
Y1 - 2022/3
N2 - 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.
AB - 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.
KW - achievement
KW - effect size
KW - evaluation
KW - experimental research
KW - hierarchical linear modeling
KW - learning environments
KW - program evaluation
KW - science education
UR - http://www.scopus.com/inward/record.url?scp=85123496582&partnerID=8YFLogxK
U2 - 10.3102/0013189X211067742
DO - 10.3102/0013189X211067742
M3 - Article
AN - SCOPUS:85123496582
SN - 0013-189X
VL - 51
SP - 109
EP - 121
JO - Educational Researcher
JF - Educational Researcher
IS - 2
ER -