Design-based learning (DBL) offers opportunities to support students' content understanding. Previous DBL studies reported different effect sizes by using the data from one participant group. The goal of this study was to conduct a meta-analysis that would give a comprehensive picture of how DBL is connected to student achievement in different…

The push for STEM has raised the visibility of engineering as a discipline that all students should learn. With the release of the "Framework for K-12 Science Education" and the Next Generation Science Standards (NGSS), engineering now has an official place in the science curriculum. In both the "Framework" and the NGSS,…

Explores technology-supported inquiry learning as an opportunity for integrating content and process learning using a design framework called the Learning-for-Use model. Describes a curriculum called the Create-a-World Project as an example of a technology-supported inquiry unit that engages students in open-ended earth science investigations…

Administration of a modified Learning Environment Inventory (LEI) to 27 high school classes (science and nonscience) on three separate occasions indicated that student perception of classroom environment as measured by the LEI is consistent over time. (MLH)

Described is a study that confirms positive effects on student achievement of manipulation of molecular models by high school chemistry students over a long period of time. Also examined but unanswered were questions regarding applications of Piaget's theories in determining differential effects for concrete and formal operational students. (CS)