CESE Main Effect - Improving Science Achievement

Improving Science Achievement - Is it possible?

Evaluating the Efficacy of a High School Chemistry and Physics

Project-Based Learning Intervention: Crafting Engaging Science Environments

Authors: Barbara Schneider¹, Joseph Krajcik¹, Jari Lavonen², Katariina Salmela-Aro², Christopher Klager¹, Quinton Baker¹, I-Chien Chen¹, Lydia Bradford¹, Israel Touitou¹, Deborah Peek-Brown¹, Rachel Marias Dezendorf¹, Sarah Maestrales¹

¹Michigan State University

²University of Helsinki, Helsinki, Finland

Abstract

Crafting Engaging Science Environments, a system approach to improving science achievement in high school chemistry and physics, includes learning activities and materials, assessments, and professional learning for teachers. Developed over three years, this intervention concluded with a cluster randomized efficacy trial for a diverse group of over 4,000 students in California and Michigan. This study reports the results from this trial; treatment students on average performed 0.2 standard deviations higher on an independent summative science assessment than the control students. These results are consistent across gender, race, or ethnicity. Mediation analysis shows a possible indirect path between teacher and student reported participation in science practices and the outcome. Exploratory analysis also indicates positive treatment effects for changing college ambitions.

Schneider, B., Krajcik, J., Lavonen, J., Salmela-Aro, K., Klager,C., Baker, Q., Chen, I., Bradford, L., Touitou, I., Peek-Brown, D., Marias Dezendorf, R., & Maestrales, S. (2020) Improving Science Achievement- Is it Possible? Evaluating the Efficacy of High School Chemistry and Physics Project Based Learning Intervention: Crafting Engaging Science Environments. Manuscript in Progress.