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

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dc.contributor.author Makkonen, Taina
dc.contributor.author Tirri, Kirsi
dc.contributor.author Lavonen, Jari
dc.date.accessioned 2021-09-21T13:24:01Z
dc.date.available 2021-09-21T13:24:01Z
dc.date.issued 2021-11
dc.identifier.citation 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
dc.identifier.other PURE: 162440287
dc.identifier.other PURE UUID: af5508dc-619a-4053-9821-248ce322a498
dc.identifier.other WOS: 000658009100001
dc.identifier.other ORCID: /0000-0003-2781-7953/work/100319866
dc.identifier.other ORCID: /0000-0001-5847-344X/work/100320740
dc.identifier.other ORCID: /0000-0003-1177-4768/work/100321985
dc.identifier.uri http://hdl.handle.net/10138/334517
dc.description.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. en
dc.format.extent 32
dc.language.iso eng
dc.relation.ispartof Journal of advanced academics
dc.rights cc_by
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject 516 Educational sciences
dc.subject project-based learning
dc.subject gifted students
dc.subject physics learning
dc.subject engagement
dc.subject upper-secondary school
dc.subject TECHNOLOGY
dc.subject DEFINITIONS
dc.subject MOTIVATION
dc.subject DESIGN
dc.subject MODEL
dc.subject FLOW
dc.title Engagement in Learning Physics Through Project-Based Learning : A Case Study of Gifted Finnish Upper-Secondary-Level Students en
dc.type Article
dc.contributor.organization Viikki Teacher Training School, University of Helsinki, yläluokat ja lukio
dc.contributor.organization Department of Education
dc.contributor.organization Maker@STEAM
dc.contributor.organization Teacher Education
dc.description.reviewstatus Peer reviewed
dc.relation.doi https://doi.org/10.1177/1932202X211018644
dc.relation.issn 2162-9536
dc.rights.accesslevel openAccess
dc.type.version publishedVersion

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