The news reverberated throughout the science education blogosphere and social media like a fierce storm. Early results from an NSF-funded, SRI study revealed that students taught using Project-Based Inquiry Science™ (PBIS) (the middle-school, project-based learning curriculum published by IT’S ABOUT TIME®) tested and performed significantly better than students using traditional science curriculum. Not only did students perform better using PBIS, but research results demonstrated that boys and girls using PBIS curriculum performed, learned and tested at similar rates in the study — as did students from different racial and ethnic backgrounds.
MindShift‘s education reporter, Infei Chen, followed up the official announcement with an article, Can Project-Based Learning Close Gaps in Science Education?, offering a detailed breakdown and analysis of the study, and an interview with the study report’s co-author, Christopher Harris (a senior researcher at SRI International). The article went viral and sparked thought-provoking debate in social media (check out the over-50 comments left at the end of the article).
Read the entire article at MindShift HERE. Full SRI study report below.
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