Science, technology and understanding

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David Geelan

Formation Technologie

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Tendances

New NSF-backed, Independent Research Study Shows Project-Based Inquiry Curriculum Materials Has a Positive Effect on How Students Learn Science and on Leveling the STEM Playing Field. NSF-backed study is the first to examine use by middle-school teachers and students of science curriculum aligned with the new Framework for K-12 Science Education and Next Generation Science Standards. The study used an NGSS-aligned curriculum called Project-Based Inquiry Science™ published by IT’S ABOUT TIME®. The most profound finding to come out of the study indicates that students taught using project-based inquiry curriculum aligned with Next Generation Science Standards (NGSS) substantially outperformed students taught using a traditional science curriculum. The results of the research have broad-reaching implications for the entire education spectrum — from classroom and student engagement, to teacher Professional Development, to education policies at the state and national level. The independent, randomized controlled study conducted by SRI International*, compared the impact of the research-based, NGSS-aligned curriculum called Project-based Inquiry Science™ (“PBIS”), published by IT’S ABOUT TIME® (“IAT”), to traditional science curriculum materials for middle-school students in a large and diverse urban school district. The study focused on two areas of science: earth science (processes that shape the Earth’s surface) and physical science (energy). 3 Big Takeaways 1. Success: Students taught using the Project-based Inquiry Science curriculum materials outperformed students who were taught using standard science curriculum materials. 2. The Great Equalizer: Project-based Inquiry Science curriculum can help close the learning gaps among students of underrepresented demographics in STEM fields and level the field between girls and boys. 3. Teacher/Student Engagement Increases: The study shows that PBIS teachers in the study (who were all new to the curriculum) were more likely to engage their students.

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CONTENT OUTLINE ▰INTRODUCTION ▰MAIN OBJECTIVES ▰SALIENT FEATURES ▰MATERIAL’S PRODUCED ▰MERITS ▰DEMERITS PHILOSOPHY BEHIND HPP ▰Physics is for everyone. ▰A coherent selection within physics is possible. ▰Doing physics goes beyond physics. ▰Individual require a flexible course. ▰A multimedia system simulates better learning. ▰The time has come to teach science as one of the humanities. ▰Physics course should be rewarding to take. ▰Physics course should be rewarding to teach. COURSE OUTLINE OF HARVARD PROJECT PHYSICS ▰CONCEPTS OF MOTION ▰MOTION IN THE HEAVENS ▰THE TRIUMPH OF MECHANICS ▰LIGHT AND ELECTROMAGNETISM ▰MODELS OF THE ATOM ▰THE NUCLEUS MATERIAL’S PRODUCED ▰Textbook (Project Physics Text) ▰Tests ▰Handbook ▰Students Guide ▰Brief film loops ▰Student laboratory manual CONCLUSION ▰The Harvard Project Physics curriculum is a masterpiece. Although this was created in the 1960's and mainly in use during the 1970’s. ▰The adaptability of the materials would allow teachers incorporate new teaching idea while still using the framework of Project Physics. ▰With a great deal of hands on activities and a focus on literacy, the curriculum would meet the goals set forth by most school districts today. ▰HPP is a course that altered how all future science curriculums would be developed.

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