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ERIC Number: EJ1128726
Record Type: Journal
Publication Date: 2016-Dec
Pages: 22
Abstractor: As Provided
ISSN: EISSN-1541-5015
The Relationship between Project-Based Learning and Rigor in STEM-Focused High Schools
Edmunds, Julie; Arshavsky, Nina; Glennie, Elizabeth; Charles, Karen; Rice, Olivia
Interdisciplinary Journal of Problem-based Learning, v11 n1 Article 3 Dec 2016
Project-based learning (PjBL) is an approach often favored in STEM classrooms, yet some studies have shown that teachers struggle to implement it with academic rigor. This paper explores the relationship between PjBL and rigor in the classrooms of ten STEM-oriented high schools. Utilizing three different data sources reflecting three different perceptions--student surveys, teacher logs, and classroom observations--the study examines the extent to which PjBL and rigor co-occur. Across all three measures, the results show that use of PjBL is associated with higher levels of rigor. However, the study also shows that academic rigor can be present in the absence of PjBL, and that PjBL can be implemented with low levels of rigor. The paper concludes with implications for practice.
Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: North Carolina
Grant or Contract Numbers: 1135051