Henning, Mary Beth
Ed.D. (Doctor of Education)
Department of Literacy and Elementary Education
Science education||Middle school education||Pedagogy||Curriculum development||Science--Study and teaching (Middle school)||Science--Study and teaching (Middle school)--Textbooks||Project method in teaching||Educational technology||Lecture method in teaching
As schools continue to become more diverse, it is important to look at science teaching methods that will meet the needs of all students. In this study, 172 students in a middle school in Northwestern Illinois were taught using two methods of teaching science. Half of the students were taught using project-based science (PBS) and the other half of the students were taught using textbook/lecture science (TLS). Students were given pre, post, and delayed posttests on disease. This quasi-experiment found statistically significant difference between PBS and TLS, with PBS students having a higher mean score for all three tests than the TLS students. However, statistically significant delayed posttest results showed that black students seemed to retain information better when taught using TLS. These results may suggest that both PBS and TLS have a place in the science classroom to enhance the learning of all students, especially on content driven assessments.
Main, Sindy, "Project-based learning versus textbook/lecture learning in middle school science" (2015). Graduate Research Theses & Dissertations. 4556.
Northern Illinois University
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