Engagement in Learning Physics Through Project-Based Learning : A Case Study of Gifted Finnish Upper-Secondary-Level Students

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http://hdl.handle.net/10138/334517

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Makkonen , T , Tirri , K & Lavonen , J 2021 , ' Engagement in Learning Physics Through Project-Based Learning : A Case Study of Gifted Finnish Upper-Secondary-Level Students ' , Journal of advanced academics , vol. 32 , no. 4 , pp. 501-532 . https://doi.org/10.1177/1932202X211018644

Title: Engagement in Learning Physics Through Project-Based Learning : A Case Study of Gifted Finnish Upper-Secondary-Level Students
Author: Makkonen, Taina; Tirri, Kirsi; Lavonen, Jari
Contributor organization: Viikki Teacher Training School, University of Helsinki, yläluokat ja lukio
Department of Education
Maker@STEAM
Teacher Education
Date: 2021-11
Language: eng
Number of pages: 32
Belongs to series: Journal of advanced academics
ISSN: 2162-9536
DOI: https://doi.org/10.1177/1932202X211018644
URI: http://hdl.handle.net/10138/334517
Abstract: Research on the advantages and disadvantages of project-based learning (PBL) among gifted pupils studying physics is scarce. This mixed-methods study investigates engagement, experiences, and learning outcomes among gifted Finnish uppersecondary-level students learning physics through PBL. A six-lesson PBL module on basic Newtonian mechanics was designed and implemented for a group of gifted students (N = 38), whereas a traditional teacher-driven approach was used among a control group (N = 38) of gifted students. Data were collected by means of a questionnaire, interviews and a physics test. According to the results, PBL met the preconditions (challenge, skill, interest) for engaging the students in learning physics. It generated interest in learning among the vast majority, but not as many found it challenging. The findings also highlight the impact of autonomy when learning through PBL. No differences in overall learning outcomes were found between the groups.
Subject: 516 Educational sciences
project-based learning
gifted students
physics learning
engagement
upper-secondary school
TECHNOLOGY
DEFINITIONS
MOTIVATION
DESIGN
MODEL
FLOW
Peer reviewed: Yes
Rights: cc_by
Usage restriction: openAccess
Self-archived version: publishedVersion


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