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ERIC Number: EJ898815
Record Type: Journal
Publication Date: 2008
Pages: 18
Abstractor: ERIC
Reference Count: 57
ISBN: N/A
ISSN: ISSN-1045-1064
Engagement and Achievements: A Case Study of Design-Based Learning in a Science Context
Doppelt, Yaron; Mehalik, Matthew M.; Schunn, Christian D.; Silk, Eli; Krysinski, Denis
Journal of Technology Education, v19 n2 p22-39 Spr 2008
A major goal of science education reform is to produce curricula that improve the learning of all students. In this study, the authors explore the use of design-based learning (DBL) to achieve this end. They examined two middle school science classes taught by a teacher who switched for the first time from a standard, scripted inquiry approach to a DBL approach. The researchers were particularly interested in two questions. First, will students previously labeled high and low-achievers become equally engaged by DBL? Second, will the traditional gaps in science achievement associated with race/ethnicity, gender, and socio-economic status be increased or reduced? The findings presented two aspects of learning: engagement and achievement. Engagement has the potential to highlight students' performance in a way that standardized assessment methods do not reveal. The findings of this study suggest that DBL has the potential to increase students' desire to learn, enhance students' success in science class, and increase students' interest in science topics. (Contains 2 tables and 3 figures.)
Journal of Technology Education. Web site: http://scholar.lib.vt.edu/ejournals/JTE
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A