March 24, 2022
Thought Leadership

NARST 2022- March 30th, Afternoon

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March 24, 2022
Thought Leadership

Project-based Learning Contexts for Developing Adaptation Design Principles that Promote Engagement and Equity

Date: March 30, 1:30 PM – 3:00 PM

Discussant: Sam Severance, UC, Santa Cruz

Presider: Joseph S. Krajcik, MSU

Using Adaptation Principles to Support Teacher Agency in Professional Learning

Speakers: Emily Miller and Susan Codere (MSU)

PBL Adaptation Principles to Support Equitable Science Instruction

Speakers: Selin Akgun, Maria Simani, Hildah Makori (MSU)

Employing Adaptation Principles to Enhance Elementary Student Engagement in Modeling

Speakers: Tingting Li (MSU)

How Can Culturally Responsive Teaching be Framed as Creative Endeavor through Adaptation Design Principles

Speakers: Maria C. Simani, Kathryn Bateman, Emily C. Miller

SESSION DESCRIPTION

This team of researchers from three universities presents a set of disparate but consequential design principles centered on supporting teachers to adapt curriculum according to context, focused on different teachers and grade levels, but all enacting Project-based Learning.

Pairing Competency-Based Education with Project-Based Learning Makes for a Powerful Learning Experience NARST 2022- March 30th, Morning

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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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