Date of Award
12-2024
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Education
First Advisor
Kevin Winslow
Second Advisor
Sherrie Wisdom
Third Advisor
Tanya Vest
Abstract
This research explored the effect of Problem-Oriented Problem Based Learning (POPL) on concept attainment and engagement in a high school physics class. While physics education remains a vital component of STEM education, secondary physics enrollment trails chemistry and biology. Issues contributing to physics’ reputation as a complex subject include prior misconceptions and the formulaic nature of pedagogy. Prior research indicated that active learning can challenge misconceptions and mitigate the sameness of instruction. POPL resides firmly in the active learning methodology of Project-Based Learning (PjBL). This study expanded the research by combining Physics, POPL, concept attainment, multiple components of engagement, and Optimal Learning Moments (OLM). Quantitative concept attainment and engagement measures failed to find a difference between traditional teaching and POPL in high school physics. The researcher utilized a qualitative survey concerning OLM, targeting enjoyment, interest, and concentration, and extended the period between survey distribution. The dominant themes applicable to all secondary science teachers wishing to improve OLM and engagement included enjoyment, mental load, comprehension, collaboration, critical thinking, and science practices. Responses indicated a bias towards action. POPL instruction moved action responses towards problem-solving from simple movement. Responses also support incorporating Science Practices as proposed by the Next Generation Science Standards (NGSS). Issues limiting broader applicability include the non-randomized convenience sample population and timing.
Recommended Citation
Howell, Catherine A., "Conceptual Understanding, Engagement, and Optimal Learning Moments with Problem-Oriented Project Learning in High School Physics" (2024). Dissertations. 786.
https://digitalcommons.lindenwood.edu/dissertations/786
