1. Barbara Schneider Michigan State University
A PIRE Project Student Engagement in Science: An International Approach
Barbara Schneider
Michigan State University
This work is funded by the National Science Foundation grant number OISE

2. Question: Can science instruction be more engaging and purposeful?
Approach, Design, and Results
Mismatch of physics instruction with future scientific literacy needs
A possible solution: Project-Based Learning (PBL)
How we are measuring the effects of PBL
What intrapersonal data are telling us about challenge, creativity, perseverance, and problem solving
Plans for subsequent work

3. The Mismatch
High school science tends to be taught as learning facts often relying on rote memorization
Inconsistent with the demands of 21st century scientific learning
Imagination
Problem solving
Persistence
Collaboration/cooperation

4. Solving the Problem
Next Generation Science Standards (NGSS) - New orientation to learning science
3-dimensional learning
Disciplinary core ideas
Scientific practices
Crosscutting concepts
Project-Based Learning
Driving Question
Learning Goals
Mastery of key science standards and assessments
Participation in scientific practices
Collaborative activities
Scaffolded learning with technology
Creation of a tangible product

5. How do we implement PBL? Personnel needs: Process itself has to be:
Experts
Teachers willing to change their practices
Process itself has to be:
Collaborative experience with experts and other teachers
Provide agency and ownership
Time for design, revision, and evaluation
Materials:
Lessons collaboratively designed
Envisioning and creating new activities that require explaining phenomenon

6. What would you expect to happen in a PBL environment?
Students
Teachers
Engaged
Perfect design of driving questions
Use their imagination
Design lessons that fit 3- dimensional learning
Involved in problem solving
Engage in formative assessment activities
Collaborate with others
Persist in explaining phenomena
Provide opportunities for students to problem solve
Create artifacts

7. How do we test PBL? Single-case design
Experience Sampling Method (ESM) smartphone technology
Video coding
Interviews with students and teachers

9. Experience Sampling Method
Which best describes what you were doing science when signaled? Check all that apply.
a. Asking questions b. Defining problems c. Developing models d. Planning an investigation e. Conducting an investigation f. Analyzing data g. Interpreting data h. Solving problems i. Constructing an explanation j. Designing a solution k. Using evidence to make an argument l. Communicating information m. Other

10. What were you learning about in science when signaled?
[Open-ended]
Who were you with?
a. Teacher
b. Classmates
c. Teacher and classmates
d. Friends
e. Other students
f. Relatives
g. Alone
h. Other
Were you doing the main activity because you?
a. wanted to
b. had to
c. had nothing else to do
Was what you were doing…
a. more like school work
b. more like play
c. both
d. neither

11. How did you feel about the main activity?
(4-point scale: Not at all/Very much)
Were you interested in what you were doing?
Did you feel skilled at what you were doing?
Did you feel challenged by what you were doing?
Did you feel like giving up?
How much were you concentrating?
Did you enjoy what you were doing?
Did you feel like you were in control of what you were doing?
Were you succeeding?

12. How did you feel about the main activity?
(4-point scale: Not at all/Very much)
Was this important for you?
How important was this relation to your future goals/plans?
Were you living up to the expectations of others?
Were you living up to your expectations?
I was so absorbed in what I was doing that the time flew.
How determined were you to accomplish the task?
When working on this activity…I used my imagination.
When working on this activity…I solved problems that had more than one possible solution.
When working on this activity…I explored different points of view on the problem or topic.
When working on this activity…I had to make connections with other school subjects.

13. How did you feel about the main activity?
(4-point scale: Not at all/Very much)
Were you feeling…Happy
Were you feeling…Proud
Were you feeling…Excited
Were you feeling…Cooperative
Were you feeling…Anxious
Were you feeling…Bored
Were you feeling…Competitive
Were you feeling…Self-confident
Were you feeling…Lonely
Were you feeling…Confused
Were you feeling…Stressed
Were you feeling…Active

14. What we have found

15. What we have found Creativity
Effect size for imagination is .29 standard deviations.
Effect size for considering different points of view is .27 standard deviations.

16. What we have found
Effect size of .29 standard deviations for importance to future.
Figuring out phenomena with a positive outlook.
Relevant driving questions and phenomena are important elements of PBL.

17. What we have found Limitations Future Plans Small sample size
Sustaining effects
We may see less of an effect as teachers become proficient
Future Plans
Increasing school and student sample
Verifying results with video
Refining units and professional development
Incorporating new measures of engagement like facial recognition and biomarkers

18. Practical and methodological recommendations
Practical-need more project based learning instruction in science
Methodological-social and emotional feelings vary throughout the day--and are situationally motivated
The issue is creating environments that motivate engagement and positive feelings of self and others
These feelings can be instrumented and are predictive when appropriately measured and captured not just at the student level but at the class and instructional levels as well

19. Thank You