The purpose of this quasi-experimental, mixed-methods study (Creswell, 2014) was to determine whether a Problem-Based Learning program, implemented in a Connecticut high school, using problems based in naturally occurring phenomena, aligned with the Next Generation Science Standards (https://portal.ct.gov/SDE/Science/Science-Standards-and-Resources) and assessed through a computer-based program, Star Math, had a statistically significant effect on the problem-solving/critical thinking skills of the students who took a PBL Biology course in their freshmen year and/or a PBL Chemistry course in their sophomore year; and what the perceptions of the courses were as reported by the students and teachers respectively.
While both students and faculty reported positive perceptions of the PBL courses, the effects of the PBL courses showed no significant improvement in the students’ problem-solving or critical thinking as measured by the Star Math assessment.
|Commitee:||Starling, Natalie R., Tenney, Jodiann|
|School:||Southern Connecticut State University|
|School Location:||United States -- Connecticut|
|Source:||DAI-A 81/5(E), Dissertation Abstracts International|
|Subjects:||Secondary education, Curriculum development|
|Keywords:||21st Century Skills, Critical thinking, High school, Problem-based learning, Problem-solving, Science|
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