Article Review/ Critique #2 Allison Curry February 20, 2013

EDUC 6753

Reference Eskrootchi, R., & Oskrochi, G. R. (2010). A Study of the Efficacy of Project-based Learning Integrated with Computer-based Simulation - STELLA. Educational Technology & Society, 13(1), 236245. Meaningful learning in the classroom is a critical goal of educators. Constructivist and Cognitive theorists emphasize the benefits of having learners interpret, critically analyze, experience, and interact with their learning environment in order to facilitate deep, meaningful, effective learning. In this regard, project-based learning (PBL) stands to have a positive impact on a learners ability to build a connected network of concepts, thus creating a sense of ownership and relevancy, which in turn builds understanding. In this study, a group of sixth to eighth graders in Kansas (n=72) were used to study the effects of a simulated learning environment on the effectiveness of PBL. The researchers in this study intended to investigate a simple research question: does the use of a technology-rich environment (such as a simulation) make projectbased learning more effective? They cite an importance of reality-centered activities as a basis for their research and also refer to a common belief that the main job of education is to teach the transfer of skills. Although the authors provide no simply stated directional hypothesis, it is evident through the literature review and facts presented that general support of simulated environments used in project-based learning environment exists. The researchers presented three null hypotheses, which were: Gain in students content knowledge is the same between groups. Students comprehension knowledge is the same between groups. Students attitude toward the project is the same between groups. (p. 239)

The theoretical perspective presented by the mention of PBLs is heavily constructivist in nature. The rationale behind PBL is based upon the effectiveness of authentic assessment and problem-solving. Numerous studies cited by the author, such as Roschelle et al., (2000), point to the close relationship between PBL and constructivist theory. Likewise, the simulated environment presented by the researchers has its roots in cognitive theory, mainly because of its tendency to inspire inquiry-based learning. The simulator, named STELLA (Structural Thinking and Experimental Learning Laboratory), requires students to alter parameters to study the effects on an entire system, and requires them to develop their own models of scientific phenomena. These skills require content knowledge, problem-solving skills, and the opportunity to respond to give and receive feedback, which are skills supported by the general model of cognitive theory. The independent variable presented by the researchers was the simulated learning environment itself (STELLA). The simulator has two different simulated applications which were designed by its creators: the experimental model and the simulation model. The experimental model is created using experimental data derived from a small scale experiment (conducted by students) representing a watersheds components. The simulation model was created from actual data from an existing watershed, and allows participants to alter scenarios and observe the effects the alterations make on the entire system. The variable was operationalized to use these two applications in different ways. All students were presented a project-based approach of the material. In the first group (n=19), students were presented with the

subject matter (a project funded by the National Science Foundation about Land-use in Watershed) in a traditional lecture form and had access to online resources presented by the creators of the project. They did not have any interaction with STELLA, and were simply called the project-based group (PB). In the second group (n=33), students used STELLA, and completed both the experimental model and the simulation model, (PBES). Finally, the the third group experienced the simulation model of STELLA, but not the experimental (PBS). The dependent variables were the groups of students, who were not grouped by age but were comprised of all three grade levels, so that the groups would be homogenous. The students were then divided further within their group to include 3-4 students with similar pre-test scores. This was done to improve learning and provide for the collaborative aspect of the instruction. The dependent variables were operationalized by dividing the data into three measures: content knowledge, comprehension of the subject, and students attitude toward the project. Data was collected on these measures by administering a 58question survey, which collected data using true/false, open-ended, and multiple choice questions. The survey was then presented as a categorical covariate on a 5-point Likert scale. The primary findings of the study indicated that the PBES group (which completed both application models) performed significantly higher than the PB and PBS groups, as analyzed by a one-way ANOVA and subsequent Post Hoc test. Also, an interesting finding is that the project had a stronger effect on the female participants in that those in the PBES group performed significantly higher than females in the PB

group (more so than the males). The author also noted that the PB group and the PBS group showed similar gains, suggesting that the element of the experimental model was critical to the deeper level understanding that the project aimed to measure. The study also found that the added comprehension of the watershed concept was independent of the students grade level. In further analysis of the results, the increased opportunity for collaboration and interaction between students in the experimental model was suggested as a reason for the increased comprehension gain in the PBES group. The authors recognized limitations in this research and commented that this type of beneficial relationship between PBL and simulated learning environments is only possible in certain educational settings. It also cautioned that this type of simulation can only be implemented after careful planning and preparation. Replicating the study may produce varying results based on the preliminary steps which must occur when designing and creating the simulation models. Also, the findings of this study should not be interpreted to mean that simulations should be used as a substitute for basic understanding and content delivery. Simulated learning is an application in that is an avenue to apply concepts which have been previously discussed and understood. Overall, the study provided evidence to support the use of project-based experimental simulation to improve learning outcomes. It suggested implications and applications which were brought about by examining the effect of simulation on PBL in this way. First, the study provides an argument for females and those learners who do not thrive in a traditional learning environment and the gains that are possible from the use of simulations in project-based learning. Also, the researchers suggest further study into a PBL environment wherein students are required to actually develop their own

STELLA models instead of using the experimental models provided by the developers. The interactive processes that take place in model building should be further studied in this way. Clarification of the data collection instrument could have made the article more effective. Discussion of multiple choice questions that measured the student attitude toward the project would have been met with interest. Although the authors mention the results of this data set briefly, it is hard to ascertain what the overall preconceived notions were among the students. I would be interested in knowing if the gains that take place have anything to do with the age of the student. In replicating this study, I would provide the same treatments, but use a larger sample size, and keep the groups homogenous by grade level. By doing this, the results would foster an understanding of the grade level at which experimental simulation is most effective and worth the planning required for successful implementation.