Researchers in Michigan show that project-based learning in high-poverty communities can produce statistically significant gains in social studies and informational reading. Their study found that PBL was effective in fostering social studies
and informational reading growth in sample of second graders from high-poverty, low-
performing schools in teachers’ first year of implementation of the approach. Higher fidelity to PBL session plans was associated with statistically significantly higher growth
in writing, motivation, and reading.
Duke, N. K., Halvorsen, A., Strachan, S., & Kim, J. (2017). Putting PBL to the test: The impact of project-based learning on second-grade students’ social studies and literacy learning and motivation. Ann Arbor, MI: University of Michigan. https://docs.google.com/viewer?a=v&pid=sites&srcid=dW1pY2guZWR1fG5rZHVrZXxneDo0ZWQ1ZTk3NTFmZDI4ZTg5
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