A Project-Based Instruction Approach to Improving Student Lunar Phases Learning Outcomes
A Quantitative Inquiry
Bibliographic Data
| ID | 22048489 |
|---|---|
| Authors | Merryn Cole (0000-0001-7683-8254, University of Nevada, Las Vegas, corresponding author), Hongwei Yang (0000-0002-6162-092X, University of West Florida), Jennifer Anne Wilhelm (0000-0002-3207-5109, University of Kentucky) |
| Year | 2022 |
| Volume | 12 |
| Issue | 11 |
| Pages | 824 |
| Publication date | 2022-11-17 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci12110824 |
| OpenAlex | W4309459410 |
| Language | EN |
| References cited | 26 |
We investigated how students’ lunar phases learning outcomes were affected by student and teacher demographic characteristics (gender, race/ethnicity, spatial thinking ability, and content knowledge). The study identified moderately strong correlations both between students’ spatial thinking ability and understanding of lunar phases, as well as between the pre-to-post-intervention scores of the two measures. Multilevel modeling showed significant predictors of learning outcomes from both student and teacher variables. This study furthers works on establishing a connection between student learning outcomes and the content knowledge and spatial ability for themselves as well as their teachers, and shows promise for a project-based instruction approach in aiding in lunar phases understanding
Academic achievement · Ethnic group · Mathematics education · Sociology · Student achievement · Child and Animal Learning Development · Psychology · Science Education and Pedagogy · Spatial Cognition and Navigation
| Citation velocity | historical |
|---|---|
| Highly cited | No |