Large randomized evaluations of project-based learning programs show advantages over traditional science teaching of about 0.2 standard deviations¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r? · q4
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? A randomized-control evaluation with more than 4000 students showed project-based chemistry and physics programs outperformed traditional teaching by close to 0.2 standard deviations. → Ton de Jong 2024 q4 i? A randomized study with more than 2000 students showed project-based physics and biology students outperformed business-as-usual students by a little over 0.2 standard deviations. → Ton de Jong 2024 (2)

Evidence¶

Ton de Jong 2024¶

Ton de Jong, Ard W. Lazonder, Clark A. Chinn, Frank Fischer, Janice Gobert, Cindy E. Hmelo-Silver, Ken R. Koedinger, Joseph S. Krajcik, Eleni A. Kyza, Marcia C. Linn, Margus Pedaste, Katharina Scheiter, Zacharias C. Zacharia. (2024). Beyond inquiry or direct instruction: Pressing issues for designing impactful science learning opportunities. Educational Research Review, 44. https://doi.org/10.1016/j.edurev.2024.100623

q4 · i? · causal · r?

Schneider et al. (2022) randomized evaluation of high school chemistry and physics project-based programs centered on real-world questions, with students performing experiments and creating models. The advantage was "close to 0.2 standard deviation" on an independent summative science assessment. No standardized effect size statistic is printed.

"This randomized-control evaluation involving more than 4000 students, showed an advantage of the project-based condition over traditional teaching of close to 0.2 standard deviation on a summative science assessment developed by an independent third party."

Ton de Jong 2024 (2)¶

Ton de Jong, Ard W. Lazonder, Clark A. Chinn, Frank Fischer, Janice Gobert, Cindy E. Hmelo-Silver, Ken R. Koedinger, Joseph S. Krajcik, Eleni A. Kyza, Marcia C. Linn, Margus Pedaste, Katharina Scheiter, Zacharias C. Zacharia. (2024). Beyond inquiry or direct instruction: Pressing issues for designing impactful science learning opportunities. Educational Research Review, 44. https://doi.org/10.1016/j.edurev.2024.100623

q4 · i? · causal · r?

Krajcik et al. (2022) randomized comparison of elementary project-based arrangements on physics and biology topics against business-as-usual courses. Project-based students "outperformed the students in the traditional condition" by a little over 0.2 standard deviations. No standardized effect size statistic is printed.

"This study involved more than 2000 students and used a randomized control set-up. Again, students in the project-based conditions outperformed the students in the traditional condition, now with a difference of a little over 0.2 standard deviation on a summative science assessment"

Discussion¶

Related Claims¶

• Well-controlled comparison studies show clear advantages of inquiry-based instruction over direct instruction for science conceptual learning — related
• Hake's survey found interactive-engagement courses achieved average normalized gains about two standard deviations greater than traditional courses, with overall gain–pretest correlation of +0.02 — related
• CLASP students achieved an average normalized FCI gain of 0.39, above the traditional-course range and in the middle of the interactive-engagement range, despite only about a third of one quarter on mechanics — related