A Project-Based Instruction Approach to Improving Student Lunar Phases Learning Outcomes: A Quantitative Inquiry

Merryn Cole, Hongwei Yang, Jennifer Anne Wilhelm

Research output: Contribution to journalArticlepeer-review

Abstract

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.

Original languageEnglish
Article number824
JournalEducation Sciences
Volume12
Issue number11
DOIs
StatePublished - Nov 2022

Bibliographical note

Publisher Copyright:
© 2022 by the authors.

Keywords

  • HLM
  • astronomy
  • lunar phases
  • middle school
  • project-based instruction

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education
  • Physical Therapy, Sports Therapy and Rehabilitation
  • Developmental and Educational Psychology
  • Public Administration
  • Computer Science Applications

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