March 24, 2022
Thought Leadership

NARST 2022- March 29th

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March 24, 2022
Thought Leadership

Socioemotional Factors in Science Teaching and Learning

Date: March 29, 3:40 – 5:10 PM

Curriculum-Aligned Instruction and Formative Assessments: Promote Students’ Academic and Social-Emotional Learning

Speakers: I-Chien Chen, Tingting Li, Selin Akgun, Emily C. Miller, Joseph Krajcik, Barbara Schneider (MSU)

Using ML-PBL Teaching Practices to Support Student Sensemaking and Social-Emotional Learning in Elementary Science Classrooms

Speakers: Selin Akgun, I-Chien Chen, Tingting Li, Emily C. Miller, Joseph Krajcik, Susan K. Codere (MSU)

NARST 2022- March 30th, Morning Lessons learned from shift to project-based science instruction

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Research

Equity-Centered Project-Based Learning

Cheng, B.H., Clark, T.L., Allen C.D., Garcia, A.G., and Scipio, D. (2023) Equity-Centered Project-Based Learning. Lucas Education Research. This paper provides a background on recent research related to learning and instruction, focusing on two mechanisms essential to deeper learning: (1) inclusion of authentic learning contexts and (2) valuing student voice as part of instruction. The […]

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Research

Including teachers in the social justice equation of project-based learning: A response to Lee & Grapin

Adah Miller, E., Makori, H., Akgun, S., Miller, C., Li, T., & Codere, S. (2022). Including teachers in the social justice equation of project-based learning: A response to Lee & Grapin. Journal of Research in Science Teaching, 1– 7.

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Research

The Impact of Project-Based Learning on AP Exam Performance

Harnessing a cluster randomized controlled trial, we estimated the impact on students’ advanced placement (AP) examination performance of a project-based learning (PBL) approach to AP compared with a lecture-based AP approach.

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Research Award

Equity-Centered Learning Environments (ECLEs) 

LER funded four research teams who are engaged in ongoing research addressing equity and student-centered learning in educational contexts across the country.

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Research Award

Democratic Knowledge Project

The Democratic Knowledge Project is a project-based learning civics initiative that includes a year-long 8th-grade civics curriculum, Civic Engagement in Our Democracy.

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Research

Mapping Enabling Conditions for High-Quality PBL: A Collaboratory Approach

This paper explores enabling conditions for scaling high-quality project-based learning (PBL) to understand factors that influence how PBL spreads, whether and how it can be sustained and the extent to which it informs meaningful change in schools.

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Research

Designing Project-Based Learning Curricula

This paper provides instructional designers with guidance on how to design high-quality PBL curricula, drawing on the LER research base, the learning science literature, and best practices from the field. To provide developers with guideposts that can inform design decisions, the paper describes a set of design principles that can support the creation of content-rich, student-centered experiences.

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Research

Interdisciplinary Education: Literature Review and Landscape Analysis  

Related to project-based learning, interdisciplinary education can create more relevant learning experiences for all students. This report, produced by RTI International for Lucas Education Research, explores the field of interdisciplinary education through an extensive literature review and landscape analysis. In both parts of the report, RTI examines the definitions of interdisciplinary education; how, where, and why the approach is practiced; and finally the existing research, resources, and structures for interdisciplinary education.

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Research

Motivating Teaching, Sustaining Change in Practice

Miller, E.C., Severance, S., and Krajcik, J. (2021). Motivating Teaching, Sustaining Change in Practice: Design Principles for Teacher Learning in Project-Based Learning Contexts, Journal of Science Teacher Education, 32:7, 757-779 In A Framework for K-12 Science Education, researchers call for teachers to make dramatic shifts in practice – and sustain in these changes in practice […]

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Research Award

Enabling Conditions Collaboratory

The Enabling Conditions Collaboratory brought together four research teams to work towards understanding the conditions that support high-quality PBL.

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