Improving Science Achievement—Is It Possible? Evaluating the Efficacy of a High School Chemistry and Physics Project-Based Learning Intervention

Abstract

Crafting Engaging Science Environments is a high school chemistry and physics project-based learning intervention that meets Next Generation Science Standards performance expectations. It was administered to a diverse group of over 4,000 students in a randomized control trial in California and Michigan. Results show that treatment students, on average, performed 0.20 standard deviations higher than control students on an independently developed summative science assessment. Mediation analyses show an indirect path between teacher- and student-reported participation in modeling practices and science achievement. Exploratory analyses indicate positive treatment effects for enhancing college ambitions. Overall, results show that improving secondary school science learning is achievable with a coherent system comprising teacher and student learning experiences, professional learning, and formative unit assessments that support students in “doing” science.