Students perceived CCS tasks as authentic problems whose answers teachers did not already know (52.2%) versus everyday school (8%)¶
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Evidence · 1 study · designr3·q2
Currency · newest study 2023 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
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q2 i? Students felt that teachers did not already know the answer to CCS project tasks (52.2%) far more than in everyday school (8%). → Rikke Magnussen 2023
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 · r3
Pre/post survey question across the CCS iterations on whether tasks came from outside professionals and whether the teacher already knew the answers. The article prints 52.2% versus 8% descriptively; no effect size is reported.
"students in the CCS project felt that professionals outside school gave them the tasks to develop and that the teachers did not already know the answer to the tasks they had to solve in the CCS project (52.2%) compared to everyday school (8%)."
Discussion¶
Related Claims¶
- Educational designs bridging school and professional communities were developed based on skill development rather than research processes, content, or results — related
- 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 — 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
- Students responded most positively to projects that felt authentic and were organized in a clear sequence with manageable milestones — related
- Learning-stories research indicates meaningful learning involves felt ownership of knowledge, emotional integration, generativity, real-life context, interaction with others' learning, and transformed self-perceptions — 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ccs-tasks-authentic-teacher-no-answer |
title |
Students perceived CCS tasks as authentic problems whose answers teachers did not already know (52.2%) versus everyday school (8%) |
description |
Students perceived CCS tasks as authentic problems whose answers teachers did not already know (52.2%) versus everyday school (8%) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — rikke-magnussen-2023 |
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