Engaging Students in Secondary Science Learning through the Scientific and Engineering Practices and Use of Digital Tools

Jari Lavonen, Cesar Gonzalo Vera-Vasquez, Janna Inkinen, Kalle Juuti, Katarina Salmela-Aro, Klinge Villalba-Condori

Research output: Contribution to journalConference articleScientificpeer-review


Policy documents have suggested that school science should represent real scientific and engineering practices and use of digital tools, in order to raise students’ low levels of interest and engagement in science learning. In this study, a quasi-experimental design was used to test the effect of Project-Based Learning (PBL) and use of digital tools on the engagement and learning of upper secondary students. The experimental group (n = 29) was taught using a PBL Newtonian mechanics teaching module, and the control group (n = 25) was taught using traditional teacher-delivered lessons and practical work. Students’ engagement was measured using an experience sample (ESM) instrument, and their achievement of learning outcomes was measured using a cognitive test. We found that the PBL teaching module, which emphasized collaboration, the use of scientific and engineering practices and use of digital tools, engaged students in learning and supported them in achieving learning outcomes better than traditional teaching.

Original languageEnglish
JournalCEUR Workshop Proceedings
Pages (from-to)92-100
Number of pages9
Publication statusPublished - 2023
MoE publication typeA4 Article in conference proceedings
EventInternational Congress of Trends in Educational Innovation - Arequipa, Peru
Duration: 8 Nov 202210 Nov 2022

Fields of Science

  • digital tools
  • engagement
  • Project based learning
  • Scientific and engineering practices
  • 516 Educational sciences

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