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Abstract
In this descriptive case study, project‐based learning is presented as a teaching model that combines elements from other learning strategies. High school students participating in an intertidal monitoring project built around this model increased their content knowledge related to the ecology of the intertidal zone and improved their scientific investigation skills. Several aspects of project‐based instruction are considered critical to success. Projects grounded in authentic scientific research develop scientific investigation skills through real world application. Alignment of scientific and educational goals enhances learning when the project is conducted in a sound pedagogical manner while maintaining scientific authenticity. Student teamwork builds a scientific community and makes the work more manageable. One of the most critical elements for success is a long‐term commitment to project activities with connections between the project and related curricular topics. Flexibility of the school curriculum enables required content to be connected to the project’s thematic base. These connections provide students with a common knowledge foundation and make it easier for educators to build such projects into their curricula.
Acknowledgements
This work was supported in part by the National Science Foundation Graduate Fellowships in K‐12 Education programme and by a grant from the Hawaii Community Foundation. We would like to thank former principal Jane Burke of the University Laboratory School for her support, and the students and staff from the University of Hawaii and Bernice P. Bishop Museum who assisted with field trip support and species identifications.