Project-based learning (PjBL) is an approach often favored in STEM classrooms, yet some studies have shown that teachers struggle to implement it with academic rigor. This paper explores the relationship between PjBL and rigor in the classrooms of ten STEM-oriented high schools. Utilizing three different data sources reflecting three different perceptions—student surveys, teacher logs, and classroom observations—the study examines the extent to which PjBL and rigor co-occur. Across all three measures, the results show that use of PjBL is associated with higher levels of rigor. However, the study also shows that academic rigor can be present in the absence of PjBL, and that PjBL can be implemented with low levels of rigor. The paper concludes with implications for practice.
The relationship between project-based learning and rigor in STEM-focused high schools
Edmunds, J., Arshavsky, N., Glennie, E., Charles, K., & Rice, O. (2017). The relationship between project-based learning and rigor in STEM-focused high schools. Interdisciplinary Journal of Problem-based Learning, 11(1), [3]. https://doi.org/10.7771/1541-5015.1618
Abstract
Publications Info
To contact an RTI author, request a report, or for additional information about publications by our experts, send us your request.
Meet the Experts
View All ExpertsRecent Publications
Article
Multifaceted risk for non-suicidal self-injury only versus suicide attempt in a population-based cohort of adults
Article
Nitric oxide-releasing hemodialysis catheter lock solutions
Article
Matrix matters
Article