Engagement Through PBL

Engaging high school Students Learning Newtonian Mechanics

Through Project Based Learning in Finland

Dr. Jari Lavonen and Dr. Kalle Juuti

Faculty of Educational Science, University of Helsinki, Finland

Abstract:

As a part of Finnish PIRE-project, two-year Professional Development Project (PDP), emphasising scientific practices and Project-based Learning (PBL), was organised for high school science teachers in collaboration with Finnish and U.S. researchers. PDP outcomes were determined by analysing how the designed teaching modules supported student engagement and learning through employing experience sampling method (ESM) and a cognitive test. The data showed that the level of engagement increased between the first and second cycles. The students in a PBL class gained better learning outcomes than in a control class. After the second cycle, the teachers emphasized in an interview that goal orientation, collaboration between the teachers and researchers, reflection, and, moreover, their own active and contextual learning during the PDP, supported their learning. Moreover, they spoke about the importance of employing a research orientation to improve educational practices, and the role of formal training, such as workshops.