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Schneider Rebecca M., Krajcik Joseph S., Marx Ronald W. & Soloway Elliot (2002). « Performance of students in project-based science classrooms on a national measure of science achievement ». Journal of Research in Science Teaching, vol. 39, n° 5, p. 410–422. ISSN 1098-2736. En ligne : <http://onlinelibrary.wi ... 1002/tea.10029/abstract>. 
Added by: Catherine Reverdy (25 Jul 2013 11:40:20 Europe/Paris)   Last edited by: Catherine Reverdy (09 Dec 2013 15:44:47 Europe/Paris)
Resource type: Journal Article
DOI: 10.1002/tea.10029
ID no. (ISBN etc.): 1098-2736
BibTeX citation key: Schneider2002
Categories: Apprentissages et psychologie
Subcategories: Apprentissage par projet
Creators: Krajcik, Marx, Schneider, Soloway
Collection: Journal of Research in Science Teaching
Views: 1562/1782
Views index: 19%
Popularity index: 4.75%
URLs     http://onlinelibra ... tea.10029/abstract
Reform efforts in science education emphasize the importance of supporting students' construction of knowledge through inquiry. Project-based science ({PBS)} is an ambitious approach to science instruction that addresses concerns of reformers. A sample of 142 10th- and 11th-grade students enrolled in a {PBS} program completed the 12th-grade 1996 National Assessment of Educational Progress ({NAEP)} science test. Compared with subgroups identified by {NAEP} that most closely matched our student sample, White and middle class, {PBS} students outscored the national sample on 44\% of {NAEP} test items. This study shows that students participating in a {PBS} curriculum were prepared for this type of testing. Educators should be encouraged to use inquiry-based approaches such as {PBS} to implement reform in their schools. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 410–422, 2002
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