1. The Impact of Project Based Learning on High School Biology SOL Scores Rhiannon Brownell April 1, 2008 ECI 637 ECI 637 Instructor: Martha Maurno, M.S. ED Old Dominion University Norfolk, Virginia

2. Purpose for the Study  The purpose of this study is to investigate the effect of technology and project based learning on high school biology SOL scores. The conventional approach to learning is focused on mastery of content, with less emphasis on the development of skills or the cultivation of inquiring attitudes.  Scientists and educators incorporate a variety of technologies when teaching science, and major accomplishments in science are often accompanied by advanced applications of technology.  A science education includes use of technology, both as an implement for learning science content and as a topic of instruction in itself.  Science projects involving technology should make appropriate connections to student experiences and promote student-centered, inquiry-based learning.  The use of technology in science instruction should support and facilitate conceptual development and process skills that make up scientific literacy.  Teachers scaffold student engagement in inquiry by providing opportunities for, observing, collecting data, reflecting on their work, analyzing events or objects, collaborating with teacher and peers, formulating questions, devising procedures, deciding how to organize and represent data, and testing the reliability of knowledge they have generated.

3. Need for the Study  Conventional classrooms tend to be closed systems where concepts are presented to students.  The use of resources is limited to what is available in the classroom or within the school.  Use of technology is focused on learning about the technology rather than its application to enhanced learning. Lesson plans are used to organize the various steps in the learning process for the whole-class approach. There is little time for discussion surrounding key concepts.

4. Why Inquiry?  The inquiry approach is more focused on using and learning content as a means to develop information-processing and problem-solving skills.  The system is more student centered, with the teacher as a facilitator of learning.  There is more emphasis on "how we come to know" and less on "what we know."  Students are more involved in the construction of knowledge through active involvement.  The more interested and engaged students are by a subject or project, the easier it will be for them to construct in-depth knowledge of it.  Learning becomes effortless when something fascinates students and reflects their interests and goals.

5. Research Questions  Is there a correlation between technology skills and inquiry?  Is there a correlation between test scores and inquiry based learning?  Is there a correlation between test scores and technological efficiency?  Does inquiry based learning build skills in technology?  Is there a correlation between inquiry based learning and technology on minimizing the achievement gap?

6. Data Collection  Both quantitative and qualitative data will be collected during the study.  The study will include 340 students.  Seven teachers, and four administrators will also be directly involved.  Specific assessment of students will involve a combined data analysis of quarterly exams and SOL scores collected in May. The scores will be disaggregated and compared to last year’s results. This data can be used to measure overall student achievement.  Additional data will be collected through surveys which will be given to students. The surveys will include questions about the frequency of technology use in the classroom, as well as frequency of inquiry based instruction.  The teachers are asked to keep a project-based learning log, which will be included in the final analysis of qualitative data. The information collected from the logs will be compared to the data collected in order to determine a correlation between technology, inquiry and student achievement (SOL scores).

7. Table One: Frequency of Webquests

8. Table Two: Frequency of Technology used in the Classroom

9. Conclusion  In conclusion, the impact of technology and project based learning in the science classroom is an ongoing study. All of the research on Project-Based Learning has taken place in the past ten years and most of it in just the last few years. There is evidence that project based learning and technology are essential in student learning and achievement. Incorporating a variety of technologies into the science classroom has proven to increase student involvement and also increase retention of science concepts. Using technology in the classroom motivates students to learn difficult concepts as well as problem solving skills. Although the data suggests that direct instruction using technology is directly correlated to an increase on SOL scores, further research is needed to solidify the findings of this study. Years of SOL data would be necessary to define the exact technology which increases the scores.

10. Reflection  Reflecting upon this process, it is apparent that inquiry based learning and the use of technology should be at the forefront of science education rather than only a supplemental activity. Inquiry provides the scaffolding for developing higher order thinking skills which students will need in order to be successful in today’s technological world. Students are going to be forced to compete for jobs in the technological fields and without the necessary critical thinking skills, they will continue to struggle.