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Catalogue Information
Field name	Details
Nuova numerazione	83601
Collocazione	UPS BIBL CENTR
Autore	SCHNEIDER, B.
Titolo	Improving science achievement—is it possible? evaluating the efficacy of a high school chemistry and physics project-based learning intervention Parte componente di periodico
Descrizione fisica	pp. 109–121.
Nota generale	Estratto da: “Educational Researcher”, 2022, 51, 2.
Riassunto	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.
Tipo di documento	RICERCA.
Soggetto	STUDENTI.
	FINLANDIA.
	SUCCESSO.
	SCUOLA SUPERIORE.
	EDUCAZIONE.
	SCIENZA.
	USA.
	APPRENDIMENTO.
	AMBIENTE.
Ambito	Psicologico
Ambito	Pedagogico
Autore Secondario	KRAJCIK, J.
	LAVONEN, J.
	SALMELA-ARO, K.
	KLAGER, C.
	BRADFORD, L.
Titolo correlato	Educational Researcher, 2022, 51, 2.
Accesso online	Accesso diretto all’articolo

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Improving science achievement—is it possible? evaluating the efficacy of a high school chemistry and physics project-based learning intervention