ABSTRACT

Project-based learning (PBL) is a long-standing curricular model that has been argued to support equity-based goals in science learning. Yet, little is known about how PBL can be implemented effectively and equitably in the context of virtual instruction. This comparative case study follows two elementary science teachers as they transition to virtual instruction at the beginning of the COVID-19 pandemic. Drawing from classroom observations and interview data, we highlight the opportunities and challenges of virtual PBL instruction, with a focus on the features of PBL and the equitable engagement of all students. Findings show that teachers maintained the four features of PBL in virtual instruction, but prioritized different features in response to their own equity goals: Amy, a 5th grade teacher, prioritized collaboration, and Irma, an ELD instructor, prioritized connections to home and community. We draw implications for the development of PBL curriculum, in both in-person and virtual instruction, and highlight the value of teacher agency in supporting the ongoing evolution of the PBL curricular model.

摘要

基于项目的学习 (PBL) 是一种长期存在的课程模式，被认为支持科学学习中基于公平的目标。然而，关于如何在虚拟教学环境中有效和公平地实施 PBL 知之甚少。这个比较案例研究跟踪了两位基础科学教师在 COVID-19 大流行开始时过渡到虚拟教学的过程。根据课堂观察和访谈数据，我们强调了虚拟 PBL 教学的机遇和挑战，重点是 PBL 的特点和所有学生的公平参与。调查结果表明，教师在虚拟教学中保持了 PBL 的四个特征，但根据自己的公平目标优先考虑不同的特征：Amy，五年级教师，优先协作，以及 Irma，ELD 讲师，优先考虑与家庭和社区的联系。我们在面对面教学和虚拟教学中对 PBL 课程的发展产生影响，并强调教师机构在支持 PBL 课程模型持续发展方面的价值。