Project-based learning in AP classrooms: Lessons from research

Anna Rosefsky Saavedra, Amie Rapaport, Kari Lock Morgan, Marshall W. Garland, Ying Liu, Alyssa Hu, Danial Hoepfner, Shira Korn Haderlein

Research output: Contribution to journalArticlepeer-review

4 Scopus citations

Abstract

A team of researchers wanted to learn whether AP teachers using a project-based learning (PBL) approach could develop students’ deep learning of knowledge and skills while preparing them for their AP exams. They used a randomized controlled trial to evaluate the Knowledge in Action (KIA) project-based curricula for AP courses. KIA students outperformed non-KIA students on AP exams, including within subgroups. Though the shift to PBL required considerable pedagogical changes, teachers and students perceived benefits beyond AP performance, and the majority of teachers planned to continue using PBL after the study. The pattern of results was consistent for two years and in two courses, AP U.S. Government and AP Environmental Science. Results support teacher-driven adoption of KIA for students from both lower- and higher-income households and in both courses.

Original languageEnglish (US)
Pages (from-to)34-38
Number of pages5
JournalPhi Delta Kappan
Volume103
Issue number3
DOIs
StatePublished - Nov 2021

All Science Journal Classification (ASJC) codes

  • Education

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