The Impact of Project Based The Impact of Project Based Learning on High School Biology Learning on High School Biology

SOL ScoresSOL ScoresRhiannon BrownellRhiannon Brownell

April 1, 2008April 1, 2008 ECI 637ECI 637

Instructor: Martha Maurno, M.S. EDInstructor: Martha Maurno, M.S. EDOld Dominion UniversityOld Dominion University

Norfolk, VirginiaNorfolk, Virginia

Purpose for the StudyPurpose for the Study The purpose of this study is to investigate the effect of technology and project based learning on high The purpose of this study is to investigate the effect of technology and project based learning on high

school biology SOL scores. The conventional approach to learning is focused on mastery of content, school biology SOL scores. The conventional approach to learning is focused on mastery of content, with less emphasis on the development of skills or the cultivation of inquiring attitudes.with less emphasis on the development of skills or the cultivation of inquiring attitudes.

Scientists and educators incorporate a variety of technologies when teaching science, and major Scientists and educators incorporate a variety of technologies when teaching science, and major accomplishments in science are often accompanied by advanced applications of technology. accomplishments in science are often accompanied by advanced applications of technology.

A science education includes use of technology, both as an implement for learning science content A science education includes use of technology, both as an implement for learning science content and as a topic of instruction in itself.and as a topic of instruction in itself.

Science projects involving technology should make appropriate connections to student experiences Science projects involving technology should make appropriate connections to student experiences

and promote student-centered, inquiry-based learning. and promote student-centered, inquiry-based learning.

The use of technology in science instruction should support and facilitate conceptual development The use of technology in science instruction should support and facilitate conceptual development and process skills that make up scientific literacy.and process skills that make up scientific literacy.

Teachers scaffold student engagement in inquiry by providing opportunities for, observing, collecting Teachers scaffold student engagement in inquiry by providing opportunities for, observing, collecting data, reflecting on their work, analyzing events or objects, collaborating with teacher and peers, data, reflecting on their work, analyzing events or objects, collaborating with teacher and peers, formulating questions, devising procedures, deciding how to organize and represent data, and testing formulating questions, devising procedures, deciding how to organize and represent data, and testing the reliability of knowledge they have generated. the reliability of knowledge they have generated.

Need for the StudyNeed for the Study

Conventional classrooms tend to be closed systems where Conventional classrooms tend to be closed systems where concepts are presented to students. concepts are presented to students.

The use of resources is limited to what is available in the The use of resources is limited to what is available in the classroom or within the school. classroom or within the school.

Use of technology is focused on learning about the Use of technology is focused on learning about the technology rather than its application to enhanced learning. technology rather than its application to enhanced learning. Lesson plans are used to organize the various steps in the Lesson plans are used to organize the various steps in the learning process for the whole-class approach. There is learning process for the whole-class approach. There is little time for discussion surrounding key concepts. little time for discussion surrounding key concepts.

Why Inquiry?Why Inquiry? The inquiry approach is more focused on using and learning content as a The inquiry approach is more focused on using and learning content as a

means to develop information-processing and problem-solving skills. means to develop information-processing and problem-solving skills.

The system is more student centered, with the teacher as a facilitator of The system is more student centered, with the teacher as a facilitator of learning.learning.

There is more emphasis on "how we come to know" and less on "what we There is more emphasis on "how we come to know" and less on "what we know." know."

Students are more involved in the construction of knowledge through active Students are more involved in the construction of knowledge through active involvement.involvement.

The more interested and engaged students are by a subject or project, the The more interested and engaged students are by a subject or project, the easier it will be for them to construct in-depth knowledge of it. easier it will be for them to construct in-depth knowledge of it.

Learning becomes effortless when something fascinates students and reflects Learning becomes effortless when something fascinates students and reflects their interests and goals. their interests and goals.

Research QuestionsResearch Questions

Is there a correlation between technology skills Is there a correlation between technology skills and inquiry?and inquiry?

Is there a correlation between test scores and Is there a correlation between test scores and inquiry based learning?inquiry based learning?

Is there a correlation between test scores and Is there a correlation between test scores and technological efficiency?technological efficiency?

Does inquiry based learning build skills in Does inquiry based learning build skills in technology?technology?

Is there a correlation between inquiry based Is there a correlation between inquiry based learning and technology on minimizing the learning and technology on minimizing the achievement gap?achievement gap?

Data CollectionData Collection Both quantitative and qualitative data will be collected during the study. Both quantitative and qualitative data will be collected during the study.

The study will include 340 students. The study will include 340 students. Seven teachers, and four administrators will also be directly involved.Seven teachers, and four administrators will also be directly involved. Specific assessment of students will involve a combined data analysis Specific assessment of students will involve a combined data analysis

of quarterly exams and SOL scores collected in May. The scores will of quarterly exams and SOL scores collected in May. The scores will be disaggregated and compared to last year’s results. This data can be disaggregated and compared to last year’s results. This data can be used to measure overall student achievement. be used to measure overall student achievement.

Additional data will be collected through surveys which will be given to Additional data will be collected through surveys which will be given to students. The surveys will include questions about the frequency of students. The surveys will include questions about the frequency of technology use in the classroom, as well as frequency of inquiry based technology use in the classroom, as well as frequency of inquiry based instruction. instruction.

The teachers are asked to keep a project-based learning log, which will The teachers are asked to keep a project-based learning log, which will be included in the final analysis of qualitative data. The information be included in the final analysis of qualitative data. The information collected from the logs will be compared to the data collected in order collected from the logs will be compared to the data collected in order to determine a correlation between technology, inquiry and student to determine a correlation between technology, inquiry and student achievement (SOL scores). achievement (SOL scores).

Table One: Frequency of Table One: Frequency of WebquestsWebquests

webquestsdailyweeklyonce a quarteronce a semesteronce per year

Co

un

t

20

15

10

5

0

Table Two: Frequency of Table Two: Frequency of Technology used in the Technology used in the

ClassroomClassroom

technologydailyweeklyonce a quarteronce a semester

Co

un

t

20

15

10

5

0

ConclusionConclusion

In conclusion, the impact of technology and project based In conclusion, the impact of technology and project based learning in the science classroom is an ongoing study. All of learning in the science classroom is an ongoing study. All of the research on Project-Based Learning has taken place in the research on Project-Based Learning has taken place in the past ten years and most of it in just the last few years. the past ten years and most of it in just the last few years. There is evidence that project based learning and technology There is evidence that project based learning and technology are essential in student learning and achievement. are essential in student learning and achievement. Incorporating a variety of technologies into the science Incorporating a variety of technologies into the science classroom has proven to increase student involvement and classroom has proven to increase student involvement and also increase retention of science concepts. Using also increase retention of science concepts. Using technology in the classroom motivates students to learn technology in the classroom motivates students to learn difficult concepts as well as problem solving skills. Although difficult concepts as well as problem solving skills. Although the data suggests that direct instruction using technology is the data suggests that direct instruction using technology is directly correlated to an increase on SOL scores, further directly correlated to an increase on SOL scores, further research is needed to solidify the findings of this study. Years research is needed to solidify the findings of this study. Years of SOL data would be necessary to define the exact of SOL data would be necessary to define the exact technology which increases the scores. technology which increases the scores.

ReflectionReflection

Reflecting upon this process, it is apparent that Reflecting upon this process, it is apparent that inquiry based learning and the use of technology inquiry based learning and the use of technology should be at the forefront of science education should be at the forefront of science education rather than only a supplemental activity. Inquiry rather than only a supplemental activity. Inquiry provides the scaffolding for developing higher provides the scaffolding for developing higher order thinking skills which students will need in order thinking skills which students will need in order to be successful in today’s technological order to be successful in today’s technological world. Students are going to be forced to compete world. Students are going to be forced to compete for jobs in the technological fields and without the for jobs in the technological fields and without the necessary critical thinking skills, they will continue necessary critical thinking skills, they will continue to struggle.to struggle.