Standardized Test Outcomes for Students Engaged in Inquiry-Based Science Curricula in the Context of Urban Reform.

By Robert Geier, Phyllis Blumenfeld, Ronald Marx, Joseph Krajcik, Barry J. Fishman, Elliot Soloway, Juanita Clay-Chambers. 2008

460 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/0ae961820b5c0e6a013c4e170b2e9d1e8ca2314f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In General Agricultural and Biological Sciences

Citations in the corpus

Project-based learning: A review of the literature (2016, unknown): “Other studies have used state standardised test averages against which to compare the performance of 7 th /8 th grade students (Geier et al., 2008) and 12 th grade students (Schneider, Krajcik, Marx & Soloway, 2002).”
Large‐scale science education intervention research we can use (2012, background): “LeTUS was a long-term research and development collaboration between university researchers and school teachers and administrators to develop inquiry-oriented science materials, with the end-goal of improving middle grade students’ science performance in urban settings (Geier et al., 2008; Marx et a”
How does learner-centered education affect teacher self-efficacy? The case of project-based learning in Korea (2019, background): “PBL has been found to be positively associatedwith improved content knowledge (Al-Balushi & Al-Aamri, 2014; Geier et al., 2008; Hern andez-Ramos & De La Paz, 2009; Karaçalli & Korur, 2014).”
Research Article Science Assessments for All: Integrating Science Simulations Into Balanced State Science Assessment Systems (2012, background): “…have found that K-8 students, with appropriate scaffolding , can engage in investigations, make hypotheses, gather evidence, design investigations , evaluate hypotheses in light of evidence, and build their conceptual understanding (Geier et al., 2008; Lehrer & Schauble, 2002; Metz, 2004).”
The relative effects and equity of inquiry‐based and commonplace science teaching on students' knowledge, reasoning, and argumentation (2009, methodology): “For example Geier et al. (2008) conducted a quasi-experimental, scale-up study on the effectiveness of project-based inquiry science units (supported by professional development and learning technologies) involving approximately 5000 7th and 8th grade students.”
Putting PjBL to the Test: The Impact of Project-Based Learning on Second Graders’ Social Studies and Literacy Learning and Motivation in Low-SES School Settings (2020, background): “A subset of studies of the impact of PjBL has involved students in low-SES school settings with a high proportion of students from underrepresented racial and ethnic groups (e.g., Geier et al., 2008).”
Research–Practice Partnerships in Education (2016, background): “Research on the efficacy of interventions developed by RPPs in education also has, by and large, found promising impacts on student learning (e.g., Barab, Gresalfi, & Ingram-Goble, 2010; Booth et al., 2015; Fishman, Marx, Best, & Tal, 2003; Geier et al., 2008; Penuel et al., in press; Snow, Lawrence”
Teacher beliefs and technology integration practices: A critical relationship (2012, background): “Before teachers will be persuaded to attempt new student-centered practices, however, it will be important to provide evidence that these practices result in meaningful learning outcomes (Ertmer & Ottenbreit-Leftwich, 2010), especially on standardized tests (Geier et al., 2008).”
Project-Based Learning for the 21st Century: Skills for the Future (2010, background): “In measuring basic academic subject proficiency, standardized testing shows that students engaged in PBL outscore 39 their traditionally educated peers (Geier et al. 2008).”