Most students (71–83%) experienced working more on real-world problems in CCS projects than in everyday school (33–44%), while collaboration showed no significant distinction from everyday schoolwork¶

Claim · All claims
Evidence · 1 study (2 entries) · design r2–r3 · q2
Currency · newest study 2023 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Across both DBR iterations, students reported more real-world problem solving in the CCS projects (71–83%) than in everyday school (33–44%). → Rikke Magnussen 2023 q2 i? No significant distinction was found between group work and collaborative practices in everyday schoolwork versus the CCS project in either iteration. → Rikke Magnussen 2023 (2)

Evidence¶

Rikke Magnussen 2023¶

Rikke Magnussen, Yotam Hod. (2023). Bridging communities and schools in Urban development: community and citizen science. Instructional Science. https://doi.org/10.1007/s11251-023-09641-9

q2 · i? · design · r2

Pre/post surveys across both iterations compared student perceptions of real-world problem solving in the CCS design versus everyday school. The article prints the percentages 71–83% and 33–44% but no effect size or test statistic.

"The results showed that most students (71–83%) experienced working more with solving real-world problems outside school in CCS projects compared with everyday school teaching (33–44%)."

Rikke Magnussen 2023 (2)¶

Rikke Magnussen, Yotam Hod. (2023). Bridging communities and schools in Urban development: community and citizen science. Instructional Science. https://doi.org/10.1007/s11251-023-09641-9

q2 · i? · design · r3

Survey findings from both iterations on collaboration practices. The article reports "no signifi - cant distinction" and offers no effect size; it suggests this may reflect how integrated group work already is in Danish primary school.

"In both iterations, the findings showed that no signifi - cant distinction existed between group work and collaborative practices in everyday school- work versus the CCS project"

Discussion¶

Learner Variables¶

• Collaboration — outcome: instruction changes it

Related Claims¶

• Educational designs bridging school and professional communities were developed based on skill development rather than research processes, content, or results — related
• Students perceived CCS tasks as authentic problems whose answers teachers did not already know (52.2%) versus everyday school (8%) — related
• Spontaneous responsiveness to real-world events in PBL can deepen student-directed inquiry beyond what designed curriculum achieves — related
• Students rated real-world projects and discussions with structured or guiding questions as the most beneficial learner-to-content strategies — related
• Working with statistically messy authentic data in citizen science gave middle school students a window into scientists' world and intense experience with scientific reasoning — related
• Students' perception of possessing local knowledge that professional urban planners lack rose from 9% at baseline to 45% at endline in City at Play — related