NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ790119
Record Type: Journal
Publication Date: 2008-Apr
Pages: 18
Abstractor: Author
Reference Count: 48
ISSN: ISSN-1350-4622
A Case Study of Project-Based Instruction in the Ninth Grade: A Semester-Long Study of Intertidal Biodiversity
Baumgartner, Erin; Zabin, Chela J.
Environmental Education Research, v14 n2 p97-114 Apr 2008
In this descriptive case study, project-based learning is presented as a teaching model that combines elements from other learning strategies. High school students participating in an intertidal monitoring project built around this model increased their content knowledge related to the ecology of the intertidal zone and improved their scientific investigation skills. Several aspects of project-based instruction are considered critical to success. Projects grounded in authentic scientific research develop scientific investigation skills through real world application. Alignment of scientific and educational goals enhances learning when the project is conducted in a sound pedagogical manner while maintaining scientific authenticity. Student teamwork builds a scientific community and makes the work more manageable. One of the most critical elements for success is a long-term commitment to project activities with connections between the project and related curricular topics. Flexibility of the school curriculum enables required content to be connected to the project's thematic base. These connections provide students with a common knowledge foundation and make it easier for educators to build such projects into their curricula. (Contains 2 figures and 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A