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Download full textCharara, Jeanane; Miller, Emily Adah; Krajcik, Joseph – Journal of Leadership, Equity, and Research, 2021
Decades of research support integrating play in kindergarten to benefit young students' social, emotional, and cognitive development. As academic readiness becomes a focus, time for play has decreased. As a result, there has been a demand for integration of play with content. This study modifies a project-based science curriculum about how living…
Descriptors: Curriculum Design, Play, Kindergarten, Young Children
Direct linkJuuti, Kalle; Lavonen, Jari; Salonen, Visajaani; Salmela-Aro, Katariina; Schneider, Barbara; Krajcik, Joseph – Journal of Science Teacher Education, 2021
We present teacher-researcher partnership (TRP) as a way of fostering teachers' professional learning. Teachers' participation as research group members is an essential aspect of the partnership. Teachers and researchers share the same goal, which is to improve their understanding of and enhance students' engagement in science. Project-based…
Descriptors: Partnerships in Education, Researchers, Faculty Development, Teacher Researchers
Bielik, Tom; Finnie, Kellie; Peek-Brown, Deborah; Klager, Chris; Touitou, Israel; Schneider, Barbara; Krajcik, Joseph – Journal of Science Teacher Education, 2022
To meet the demands of the Next Generation Science Standards (NGSS), teachers need to reconsider their current instructional practices, shifting from learning about scientific ideas to making sense of phenomena and solving problems using three-dimensional learning components. Project-Based Learning (PBL) provides a framework for creating…
Descriptors: High School Teachers, Teacher Attitudes, Science Instruction, Science Curriculum
Miller, Emily C.; Severance, Samuel; Krajcik, Joseph – Journal of Science Teacher Education, 2021
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 -- so students can engage in rigorous and equitable three-dimensional science learning. Project-Based Learning (PBL) motivates students from diverse backgrounds to persist in learning.…
Descriptors: Elementary School Teachers, Science Curriculum, Science Instruction, Educational Change
Li, Tingting; Miller, Emily; Chen, I. -Chien; Bartz, Kayla; Codere, Susan; Krajcik, Joseph – Education 3-13, 2021
Scientific modelling plays a crucial role in students' science learning. Modelling proficiency and literacy development reinforce each other. This study investigates the relationship between teacher support of student literacy development and their modelling proficiency in the context of elementary project-based learning science environments. To…
Descriptors: Student Projects, Active Learning, Science Instruction, Units of Study
Touitou, Israel; Barry, Stephen; Bielik, Tom; Schneider, Barbara; Krajcik, Joseph – Science Teacher, 2018
Project-based learning (PBL) is an instructional approach to science teaching that supports the "Next Generation Science Standards" (Krajcik 2015; NGSS Lead States 2013). In a PBL lesson, students design and solve real-world problems or explain scientific phenomena. Students using a PBL model learn and retain more than those not using…
Descriptors: Active Learning, Student Projects, Physics, Units of Study
