Creating authentic and relevant science curriculum through project-based learning
Loading...
Date
2015
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Montana State University - Bozeman, Graduate School
Abstract
The focus of this project was to examine the effects of project-based learning on relevant and authentic science content, student collaboration, student self-regulate learning (SRL), and how the role of the teacher changed with project-based learning implementation. Traditional science teaching often asks students to be passive participants in their own learning. By learning through project-based learning students had the opportunity to construct their own learning of Newtonian physics by exploring the driving question, how can we, as museum designers, plan an exhibit that demonstrates Newton's Laws in urban design? To accomplish this task students, over a three-month period, explored the concepts related to each of the laws of motion and for each law created a working exhibit that connected the law to an urban design feature found in New York City. Students participated in labs, read books on urban design and engineering, visited museums, prototyped their exhibits and learned from experts in the field on urban engineering and museum design. Through the analysis of data collected, I was able to determine that students felt connected to their city and saw the applicability of physics in the real world. Students effectively collaborated throughout the unit, their SRL improved over the course of study, and the teacher was of more of a guide in the learning process than a lecturer.