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

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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.

TidskriftCEUR Workshop Proceedings
Sidor (från-till)92-100
Antal sidor9
StatusPublicerad - 2023
MoE-publikationstypA4 Artikel i en konferenspublikation
EvenemangInternational Congress of Trends in Educational Innovation - Arequipa, Peru
Varaktighet: 8 nov. 202210 nov. 2022

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  • 516 Pedagogik

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