The Connections Between Computer Use and Learning Outcomes in Students
Can Project-Based Learning Close Gaps in Science Education?
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FM","link":"/"}},"mindshift_46078":{"type":"posts","id":"mindshift_46078","meta":{"index":"posts_1591205157","site":"mindshift","id":"46078","score":null,"sort":[1470922290000]},"guestAuthors":[],"slug":"the-connections-between-computer-use-and-learning-outcomes-in-students","title":"The Connections Between Computer Use and Learning Outcomes in Students","publishDate":1470922290,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>A group of recent studies on technology in education, across a wide range of real-world settings, have come up far short of a ringing endorsement.\u003c/p>\n\u003cp>The studies include research on K-12 schools and higher ed, both blended learning and online, and show results ranging from mixed to negative. A deeper look into these reports gives a sense that, even as computers become ubiquitous in classrooms, there's a lot we still don't know — or at least that we're not doing to make them effective tools for learning.\u003c/p>\n\u003cp>First, a quick overview of the studies and their results:\u003c/p>\n\u003cp>Last fall, the Organization for Economic Co-operation and Development published its first-ever, and one of the \u003ca href=\"http://www.keepeek.com/Digital-Asset-Management/oecd/education/students-computers-and-learning_9789264239555-en#.V5e1ypPnbGc#page5\">largest-ever, international analyses\u003c/a> of student access to computers and how that relates to student learning. (The OECD administers \u003ca href=\"https://en.wikipedia.org/wiki/Programme_for_International_Student_Assessment\">the PISA test\u003c/a>, the world-famous international academic ranking.)\u003c/p>\n\u003cp>For this report, the researchers asked millions of high school students in dozens of countries about their access to computers both in the classroom and at home, and compared their answers to scores on the 2012 PISA. Here's the money quote:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Students who use computers very frequently at school do a lot worse in most learning outcomes, even after controlling for social background and student demographics.\"\u003c/p>\n\u003cp>That's right. Lots of computer time meant worse school performance — by a lot.\u003c/p>\n\u003cp>A little bit of computer use was modestly positive, the authors found. But countries that invested the most in technology for education in recent years showed \"no appreciable results\" in student achievement.\u003c/p>\n\u003cp>And, striking at the root of one of the biggest claims made about tech in education, \"perhaps the most disappointing finding in the report is that technology is of little help in bridging the skills divide between advantaged and disadvantaged students.\"\u003c/p>\n\u003cp>Now let's move to the U.S. In April, the research firm SRI\u003ca href=\"https://www.sri.com/sites/default/files/brochures/almap_final_report.pdf\"> published a report\u003c/a> at the behest of the Bill & Melinda Gates Foundation (which is a supporter of NPR Ed). It looked at college courses that are using so-called \"adaptive learning\" software as an enhancement to blended courses.\u003c/p>\n\u003cp>NPR Ed has covered adaptive learning before. The creators of one of the products looked at in this report compared the technology to \u003ca href=\"http://www.npr.org/sections/ed/2015/10/13/437265231/meet-the-mind-reading-robo-tutor-in-the-sky\">\"a robot tutor in the sky that can semi-read your mind.\"\u003c/a>\u003c/p>\n\u003cp>The results in this study were a bit more prosaic. Researchers looked at course grades, course completion and in some cases scores on common assessments across 14 colleges and 19,500 students.\u003c/p>\n\u003cp>\"We saw no effects, weak effects, and modest positive effects,\" says study co-author Louise Yarnall.\u003c/p>\n\u003cp>Finally, \u003ca href=\"https://www.sesp.northwestern.edu/news-center/news/2016/07/students-fare-worse-in-virtual-classrooms.html\">a study published in July\u003c/a> looked at high-achieving eighth-graders across North Carolina who had the opportunity to take Algebra I online. The study found that they did much worse than students who took the course face-to-face — about a third of a letter grade worse, in fact.\u003c/p>\n\u003cp>The study author, Jennifer Heissel, a doctoral student at Northwestern University, noted that across education research, \"There's not a lot of cases where you see these big of drops in high-achieving students. Usually you can throw a lot at them.\"\u003c/p>\n\u003cp>A note of caution: These studies are all very different in their settings, their designs and the types of technology examined.\u003c/p>\n\u003cp>What they do have in common, besides results that would disappoint most ed-tech cheerleaders, is that they were field studies. They looked at how technology is really being used, beyond the hype.\u003c/p>\n\u003cp>\"This is technology that people have been developing for 30 years in the lab,\" Yarnall observed. \"This is one of the first chances to see how it looks out in the wild, with real students, real instructors and all the variables.\"\u003c/p>\n\u003cp>The authors all told NPR Ed that their studies are not perfect, with a lot of gaps in the data. But here are some observations we can make.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Implementation is really important, yet it's often ignored.\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>In the SRI higher education study, \"The major concern expressed by instructors was getting students to use the adaptive courseware frequently enough.\"\u003c/p>\n\u003cp>In other words, these colleges had: applied for grants, invested in the software programs, invested in retraining their instructors and redesigning courses, invested further time in adapting the software to individual courses, and spent time participating in the evaluation. But they didn't go the last mile, or the last thousand feet, to ensure that students were actually using the software, or perhaps make it clear to them why it was potentially helpful.\u003c/p>\n\u003cp>Learning software collects lots of information on student usage, which could in theory have made it possible to relate the time that students actually spent on the software to outcomes. But the organizers of this study faced logistical and ethical hurdles in actually getting ahold of that data.\u003c/p>\n\u003cp>It's as if you tried to do a medical evaluation on a bunch of new headache medicines, but with no information on whether, or how much, the patients took.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Imperfect data and inadequate evaluation make it hard to understand or improve the use of ed-tech.\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>The OECD survey asked about the availability of computers and the frequency of computer use in math lessons and for homework. But it leaves very little idea exactly what various countries are doing with all those computers in the classroom: what software they are using, what training teachers get.\u003c/p>\n\u003cp>In the SRI study, despite its size and the resources devoted to it, the researchers faced a lot of \"challenges to validity,\" as co-author Yarnall observed.\u003c/p>\n\u003cp>Colleges each designed their own impact evaluations. They didn't always find it feasible to administer a pre- and post-test, which is considered a better measure of student learning than course grades.\u003c/p>\n\u003cp>In the seven cases where Yarnall's team could make side-by-side comparisons of common learning assessments, they found a \"modest but significantly positive effect\" of the adaptive software.\u003c/p>\n\u003cp>In the algebra study, Northwestern's Heissel says she had no information on which students took the course in which setting. She couldn't differentiate between students who: studied at home on their own time; or in a computer lab with lots of students doing different courses and an adult who's simply there to supervise; or in a computer lab with other students who were also taking Algebra and a certified math teacher on hand to answer questions.\u003c/p>\n\u003cp>That last scenario for teaching math, sometimes called the \"emporium model,\" has proven very successful in other studies. \"I would love the chance to study teacher quality,\" as a factor in online courses, says Heissel.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Computers are enhancing access. There's less evidence that they're enhancing learning.\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>In the North Carolina study, the students taking algebra online in eighth grade would otherwise not have had the chance to take it until ninth grade. Even if they knew they might pass with a lower score or learn less, it's possible that they would still choose to the online course online, either to get it out of the way or to accelerate.\u003c/p>\n\u003cp>\"It's up to the parents, the districts, and the students to weigh the lower grade against the increased access to courses,\" Heissel says.\u003c/p>\n\u003cp>Similarly, the four-year colleges in the SRI study were specifically using adaptive courseware to let more students into so-called gateway courses.\u003c/p>\n\u003cp>These are the general-education requirements that are often oversubscribed at large public universities. Again, in this situation, colleges and their students might prefer to have the increased access that software provides — even if their results are no better.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"I was chatting with one of the grantees at a four-year that had underwhelming impacts,\" says Yarnall. \"I asked, 'Are you going to keep going?' And they said, 'Absolutely.' I have students who can't get into courses in the timeline they need to. So they want these options. Colleges are looking to become more flexible.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Caution+Flags+For+Tech+In+Classrooms&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Several recent studies looking at computers and online learning found mixed-to-negative results. And they offer clues about how schools and tech companies can do better.","status":"publish","parent":0,"modified":1470939262,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":1344},"headData":{"title":"The Connections Between Computer Use and Learning Outcomes in Students | KQED","description":"Several recent studies looking at computers and online learning found mixed-to-negative results. And they offer clues about how schools and tech companies can do better.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Connections Between Computer Use and Learning Outcomes in Students","datePublished":"2016-08-11T13:31:30.000Z","dateModified":"2016-08-11T18:14:22.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46078 http://ww2.kqed.org/mindshift/?p=46078","disqusUrl":"https://ww2.kqed.org/mindshift/2016/08/11/the-connections-between-computer-use-and-learning-outcomes-in-students/","disqusTitle":"The Connections Between Computer Use and Learning Outcomes in Students","nprImageCredit":"LA Johnson","nprByline":"Anya Kamenetz, \u003ca href=\"http://www.npr.org/sections/ed/2016/08/11/488728266/caution-flags-for-tech-in-classrooms\">NPR\u003c/a>","nprImageAgency":"NPR","nprStoryId":"488728266","nprApiLink":"http://api.npr.org/query?id=488728266&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2016/08/11/488728266/caution-flags-for-tech-in-classrooms?ft=nprml&f=488728266","nprRetrievedStory":"1","nprPubDate":"Thu, 11 Aug 2016 06:06:00 -0400","nprStoryDate":"Thu, 11 Aug 2016 06:06:11 -0400","nprLastModifiedDate":"Thu, 11 Aug 2016 06:06:11 -0400","path":"/mindshift/46078/the-connections-between-computer-use-and-learning-outcomes-in-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A group of recent studies on technology in education, across a wide range of real-world settings, have come up far short of a ringing endorsement.\u003c/p>\n\u003cp>The studies include research on K-12 schools and higher ed, both blended learning and online, and show results ranging from mixed to negative. A deeper look into these reports gives a sense that, even as computers become ubiquitous in classrooms, there's a lot we still don't know — or at least that we're not doing to make them effective tools for learning.\u003c/p>\n\u003cp>First, a quick overview of the studies and their results:\u003c/p>\n\u003cp>Last fall, the Organization for Economic Co-operation and Development published its first-ever, and one of the \u003ca href=\"http://www.keepeek.com/Digital-Asset-Management/oecd/education/students-computers-and-learning_9789264239555-en#.V5e1ypPnbGc#page5\">largest-ever, international analyses\u003c/a> of student access to computers and how that relates to student learning. (The OECD administers \u003ca href=\"https://en.wikipedia.org/wiki/Programme_for_International_Student_Assessment\">the PISA test\u003c/a>, the world-famous international academic ranking.)\u003c/p>\n\u003cp>For this report, the researchers asked millions of high school students in dozens of countries about their access to computers both in the classroom and at home, and compared their answers to scores on the 2012 PISA. Here's the money quote:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Students who use computers very frequently at school do a lot worse in most learning outcomes, even after controlling for social background and student demographics.\"\u003c/p>\n\u003cp>That's right. Lots of computer time meant worse school performance — by a lot.\u003c/p>\n\u003cp>A little bit of computer use was modestly positive, the authors found. But countries that invested the most in technology for education in recent years showed \"no appreciable results\" in student achievement.\u003c/p>\n\u003cp>And, striking at the root of one of the biggest claims made about tech in education, \"perhaps the most disappointing finding in the report is that technology is of little help in bridging the skills divide between advantaged and disadvantaged students.\"\u003c/p>\n\u003cp>Now let's move to the U.S. In April, the research firm SRI\u003ca href=\"https://www.sri.com/sites/default/files/brochures/almap_final_report.pdf\"> published a report\u003c/a> at the behest of the Bill & Melinda Gates Foundation (which is a supporter of NPR Ed). It looked at college courses that are using so-called \"adaptive learning\" software as an enhancement to blended courses.\u003c/p>\n\u003cp>NPR Ed has covered adaptive learning before. The creators of one of the products looked at in this report compared the technology to \u003ca href=\"http://www.npr.org/sections/ed/2015/10/13/437265231/meet-the-mind-reading-robo-tutor-in-the-sky\">\"a robot tutor in the sky that can semi-read your mind.\"\u003c/a>\u003c/p>\n\u003cp>The results in this study were a bit more prosaic. Researchers looked at course grades, course completion and in some cases scores on common assessments across 14 colleges and 19,500 students.\u003c/p>\n\u003cp>\"We saw no effects, weak effects, and modest positive effects,\" says study co-author Louise Yarnall.\u003c/p>\n\u003cp>Finally, \u003ca href=\"https://www.sesp.northwestern.edu/news-center/news/2016/07/students-fare-worse-in-virtual-classrooms.html\">a study published in July\u003c/a> looked at high-achieving eighth-graders across North Carolina who had the opportunity to take Algebra I online. The study found that they did much worse than students who took the course face-to-face — about a third of a letter grade worse, in fact.\u003c/p>\n\u003cp>The study author, Jennifer Heissel, a doctoral student at Northwestern University, noted that across education research, \"There's not a lot of cases where you see these big of drops in high-achieving students. Usually you can throw a lot at them.\"\u003c/p>\n\u003cp>A note of caution: These studies are all very different in their settings, their designs and the types of technology examined.\u003c/p>\n\u003cp>What they do have in common, besides results that would disappoint most ed-tech cheerleaders, is that they were field studies. They looked at how technology is really being used, beyond the hype.\u003c/p>\n\u003cp>\"This is technology that people have been developing for 30 years in the lab,\" Yarnall observed. \"This is one of the first chances to see how it looks out in the wild, with real students, real instructors and all the variables.\"\u003c/p>\n\u003cp>The authors all told NPR Ed that their studies are not perfect, with a lot of gaps in the data. But here are some observations we can make.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Implementation is really important, yet it's often ignored.\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>In the SRI higher education study, \"The major concern expressed by instructors was getting students to use the adaptive courseware frequently enough.\"\u003c/p>\n\u003cp>In other words, these colleges had: applied for grants, invested in the software programs, invested in retraining their instructors and redesigning courses, invested further time in adapting the software to individual courses, and spent time participating in the evaluation. But they didn't go the last mile, or the last thousand feet, to ensure that students were actually using the software, or perhaps make it clear to them why it was potentially helpful.\u003c/p>\n\u003cp>Learning software collects lots of information on student usage, which could in theory have made it possible to relate the time that students actually spent on the software to outcomes. But the organizers of this study faced logistical and ethical hurdles in actually getting ahold of that data.\u003c/p>\n\u003cp>It's as if you tried to do a medical evaluation on a bunch of new headache medicines, but with no information on whether, or how much, the patients took.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Imperfect data and inadequate evaluation make it hard to understand or improve the use of ed-tech.\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>The OECD survey asked about the availability of computers and the frequency of computer use in math lessons and for homework. But it leaves very little idea exactly what various countries are doing with all those computers in the classroom: what software they are using, what training teachers get.\u003c/p>\n\u003cp>In the SRI study, despite its size and the resources devoted to it, the researchers faced a lot of \"challenges to validity,\" as co-author Yarnall observed.\u003c/p>\n\u003cp>Colleges each designed their own impact evaluations. They didn't always find it feasible to administer a pre- and post-test, which is considered a better measure of student learning than course grades.\u003c/p>\n\u003cp>In the seven cases where Yarnall's team could make side-by-side comparisons of common learning assessments, they found a \"modest but significantly positive effect\" of the adaptive software.\u003c/p>\n\u003cp>In the algebra study, Northwestern's Heissel says she had no information on which students took the course in which setting. She couldn't differentiate between students who: studied at home on their own time; or in a computer lab with lots of students doing different courses and an adult who's simply there to supervise; or in a computer lab with other students who were also taking Algebra and a certified math teacher on hand to answer questions.\u003c/p>\n\u003cp>That last scenario for teaching math, sometimes called the \"emporium model,\" has proven very successful in other studies. \"I would love the chance to study teacher quality,\" as a factor in online courses, says Heissel.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Computers are enhancing access. There's less evidence that they're enhancing learning.\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>In the North Carolina study, the students taking algebra online in eighth grade would otherwise not have had the chance to take it until ninth grade. Even if they knew they might pass with a lower score or learn less, it's possible that they would still choose to the online course online, either to get it out of the way or to accelerate.\u003c/p>\n\u003cp>\"It's up to the parents, the districts, and the students to weigh the lower grade against the increased access to courses,\" Heissel says.\u003c/p>\n\u003cp>Similarly, the four-year colleges in the SRI study were specifically using adaptive courseware to let more students into so-called gateway courses.\u003c/p>\n\u003cp>These are the general-education requirements that are often oversubscribed at large public universities. Again, in this situation, colleges and their students might prefer to have the increased access that software provides — even if their results are no better.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I was chatting with one of the grantees at a four-year that had underwhelming impacts,\" says Yarnall. \"I asked, 'Are you going to keep going?' And they said, 'Absolutely.' I have students who can't get into courses in the timeline they need to. So they want these options. Colleges are looking to become more flexible.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Caution+Flags+For+Tech+In+Classrooms&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46078/the-connections-between-computer-use-and-learning-outcomes-in-students","authors":["byline_mindshift_46078"],"categories":["mindshift_195"],"tags":["mindshift_561","mindshift_962","mindshift_20784","mindshift_1040","mindshift_205","mindshift_20745"],"featImg":"mindshift_46079","label":"mindshift"},"mindshift_37837":{"type":"posts","id":"mindshift_37837","meta":{"index":"posts_1591205157","site":"mindshift","id":"37837","score":null,"sort":[1411738191000]},"guestAuthors":[],"slug":"can-project-based-learning-close-gaps-in-science-education","title":"Can Project-Based Learning Close Gaps in Science Education? ","publishDate":1411738191,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/Stockbyte.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/Stockbyte-640x360.png\" alt=\"Stockbyte\" width=\"640\" height=\"360\" class=\"alignnone size-large wp-image-37926\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Putting kids to work on meaningful projects can transform classrooms into beehives of inquiry and discovery, but relatively few rigorous studies have examined how well this teaching method actually works. An \u003ca href=\"http://www.sri.com/blog/how-curriculum-materials-make-difference-next-generation-science-learning\">encouraging new report \u003c/a>describes preliminary, first-year outcomes from a study of 3,000 middle school students that shows kids can, in fact, learn more in science classrooms that adopt a well-designed, project-focused curriculum. \u003c/p>\n\u003caside class=\"pullquote alignleft\">Students participate in the same basic ways that scientists would, with activities organized by important “driving questions” that are relevant in science but also meaningful for kids.\u003c/aside>\n\u003cp>When researchers analyzed test scores from those classrooms by students’ gender and ethnicity, there were no differences in learning performance. That’s a preliminary indication that high-quality project-based curricula might be able to help narrow the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/dismal-science-scores-in-u-s-public-schools/\">science education achievement gap\u003c/a> in children from low-income backgrounds or other groups that are underrepresented in STEM fields. The project-based science lessons “seem to work for all kinds of kids,” said report co-author Christopher Harris, a senior researcher at SRI International in Menlo Park, California. “Girls and boys learned at similar rates in this study.” He believes that the personal engagement in meaningful classroom activities that teachers can create through such curriculum materials “makes a difference.”\u003c/p>\n\u003cp>How well the benefits hold up or grow in the second year of implementation remains to be seen. But the researchers see \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/moving-towards-inquiry-how-to-reinvent-project-based-learning/\">project-based inquiry learning\u003c/a> as a promising strategy for helping school systems move toward \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/new-science-standards-aim-to-relate-concepts-to-students-lives/\" target=\"_blank\">new U.S. science education standards\u003c/a> that were released last year.\u003c/p>\n\u003cp>Access to good science curriculum materials is a “vexing issue,” Harris said. In urban public schools, science textbooks are often 10 years old and the standard curricula “provide very few opportunities for students to really engage in the science, beyond emphasizing the scientific canon or the knowledge that's been developed over time,” he said. “They typically don't have a hands-on approach.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To move beyond the rote memorization of disconnected science facts that traditional instruction tends to emphasize, in 2011 the U.S. National Research Council laid out a \u003ca href=\"http://sites.nationalacademies.org/dbasse/bose/framework_k12_science/index.htm\">new framework for revamping K-12 science education\u003c/a>. The \u003ca href=\"http://www.nextgenscience.org/next-generation-science-standards\">Next Generation Science Standards\u003c/a> embody that framework and aim to teach kids some of the core thought processes and practices that scientists and engineers use to investigate natural phenomena and solve problems.\u003c/p>\n\u003cp>Meeting those new standards will likely require a considerable shift in how schools teach science. Project-based inquiry learning programs seem well suited to be part of the solution: They get students to participate in educational projects in the same basic ways that scientists would, with activities organized by important “driving questions” that are relevant in science but also meaningful for kids, Harris said.\u003c/p>\n\u003cp>\u003cstrong>Putting Project-Based Science Classes to the Test\u003c/strong>\u003c/p>\n\u003cp>One such curriculum for grades 6-8 is Project-Based Inquiry Science (PBIS). Originally developed in the ‘90s at several universities with funding from the National Science Foundation (NSF), it incorporated the latest research knowledge on how students learn and how teachers can best teach them. An education publishing company named It's About Time brought \u003ca href=\"http://www.iat.com/courses/middle-school-science/project-based-inquiry-science/?type=introduction\">the curriculum\u003c/a> to the commercial market. \u003c/p>\n\u003cp>Currently, PBIS is one of the few curricula available that are fully aligned with the new science standards, and its structured activities emphasize core practices such as carrying out investigations, constructing science explanations and developing and using models. For instance, one physics project poses the driving question, “Why should I wear a helmet when I ride my bike?” – an inquiry that’s compelling because it connects directly to kids’ everyday lives, Harris said. To answer it, students work on a series of activities leading them to explore related questions that build their knowledge of the principles of force, motion, acceleration and gravity, so that they can grasp how a helmet would protect their heads from the impact of a potential collision. With guidance from their teacher, “they're conducting investigations, but there's also supports for kids to collect data, organize it, analyze it, share it, debate it, argue about it”—similar to how real-life scientists work, he said.\u003c/p>\n\u003cp>In an SRI research effort funded with a $5 million NSF grant, Harris recently conducted a randomized controlled trial of whether the PBIS materials are effective. Project collaborators included William Penuel of the University of Colorado and Joseph Krajcik, a Michigan State University professor who helped develop the new U.S. science standards as well as the original PBIS curriculum.\u003c/p>\n\u003cp>[contextly_auto_sidebar id=\"2MxgnbzA3Fn23YAcONABzumhuxn6n168\"]\u003cbr>\nThe experiment took place in sixth-grade science classes at 42 middle schools in a large, ethnically diverse urban public school district during the 2012-2014 academic years. About 55 percent of the pupils were eligible for free or reduced-price lunches. Half of those schools adopted PBIS curriculum units for physical science and earth science, with their teachers going through professional development training (provided by It’s About Time) in project-based teaching and the next-generation science standards. The rest of the schools taught science the traditional way, but their instructors also received training in the new standards. Almost 100 teachers and more than 3,000 students participated.\u003c/p>\n\u003cp>On average, kids in the project-based physical science classes performed roughly 8 percent better on an end-of-unit learning assessment than the kids in traditional classes. (Because the course content was new, the researchers also had to create entirely new assessment tests, which required a lot more demonstration of critical thinking skills than standard multiple-choice science tests.) That’s an improvement that would lift a student who scored in the 50th percentile on the test to the 58th percentile – a gain that “is actually really good for an education intervention,” Harris said. Pupils in the PBIS earth science classes showed a similar trend toward stronger scores, but that increase wasn’t statistically significant. \u003c/p>\n\u003cp>“It takes at least two years for teachers to become comfortable with new curriculum materials,” Harris noted. Nonetheless, instructors in year one of the trial were able to use the project-based materials “relatively effectively to support the kind of science learning called for in the new standards. We are very interested to see what the analysis will show for year two.”\u003c/p>\n\u003cp>\u003cstrong>Barriers Ahead – and the Potential Payoff \u003c/strong>\u003c/p>\n\u003cp>The research team is now analyzing data from year two and will evaluate how well teachers implemented the project-based curriculum. While the approach clearly \u003ca href=\"http://www.iat.com/testimonials/30/\">engages students \u003c/a>more, potential barriers to its wide adoption include the fact that it is resource intensive, Harris said. School districts have to buy not just the book and teacher’s guide but also the materials for classroom activities. Each PBIS unit costs roughly $23 per student.\u003c/p>\n\u003cp>And teachers need substantial training, including support throughout the school year, to learn how to coordinate kids to collaborate well on projects, and to ensure that important scientific concepts bubble up and get discussed. So project-based learning is generally a huge investment for school districts and more work for the teachers, but many of them “find that the hard work pays off,” he said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Harris hopes to see more project-based science curricula coming out that are keyed to the new standards and grounded in research on learning. Such materials are badly needed in elementary schools, because too many children don’t get exposed to good science instruction on a consistent basis until middle school, he said. Catching kids earlier to help them see the big picture of what science is about could spark their excitement – and perhaps inspire new generations of young scientists from diverse backgrounds that STEM disciplines are greatly in want of.\u003c/p>\n\n","blocks":[],"excerpt":"An encouraging new report describes preliminary, first-year outcomes from a study of 3,000 middle school students that shows kids can, in fact, learn more in science classrooms that adopt a well-designed, project-focused curriculum.","status":"publish","parent":0,"modified":1411758271,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1316},"headData":{"title":"Can Project-Based Learning Close Gaps in Science Education? | KQED","description":"An encouraging new report describes preliminary, first-year outcomes from a study of 3,000 middle school students that shows kids can, in fact, learn more in science classrooms that adopt a well-designed, project-focused curriculum.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Project-Based Learning Close Gaps in Science Education? ","datePublished":"2014-09-26T13:29:51.000Z","dateModified":"2014-09-26T19:04:31.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37837 http://blogs.kqed.org/mindshift/?p=37837","disqusUrl":"https://ww2.kqed.org/mindshift/2014/09/26/can-project-based-learning-close-gaps-in-science-education/","disqusTitle":"Can Project-Based Learning Close Gaps in Science Education? ","path":"/mindshift/37837/can-project-based-learning-close-gaps-in-science-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/Stockbyte.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/Stockbyte-640x360.png\" alt=\"Stockbyte\" width=\"640\" height=\"360\" class=\"alignnone size-large wp-image-37926\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Putting kids to work on meaningful projects can transform classrooms into beehives of inquiry and discovery, but relatively few rigorous studies have examined how well this teaching method actually works. An \u003ca href=\"http://www.sri.com/blog/how-curriculum-materials-make-difference-next-generation-science-learning\">encouraging new report \u003c/a>describes preliminary, first-year outcomes from a study of 3,000 middle school students that shows kids can, in fact, learn more in science classrooms that adopt a well-designed, project-focused curriculum. \u003c/p>\n\u003caside class=\"pullquote alignleft\">Students participate in the same basic ways that scientists would, with activities organized by important “driving questions” that are relevant in science but also meaningful for kids.\u003c/aside>\n\u003cp>When researchers analyzed test scores from those classrooms by students’ gender and ethnicity, there were no differences in learning performance. That’s a preliminary indication that high-quality project-based curricula might be able to help narrow the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/dismal-science-scores-in-u-s-public-schools/\">science education achievement gap\u003c/a> in children from low-income backgrounds or other groups that are underrepresented in STEM fields. The project-based science lessons “seem to work for all kinds of kids,” said report co-author Christopher Harris, a senior researcher at SRI International in Menlo Park, California. “Girls and boys learned at similar rates in this study.” He believes that the personal engagement in meaningful classroom activities that teachers can create through such curriculum materials “makes a difference.”\u003c/p>\n\u003cp>How well the benefits hold up or grow in the second year of implementation remains to be seen. But the researchers see \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/moving-towards-inquiry-how-to-reinvent-project-based-learning/\">project-based inquiry learning\u003c/a> as a promising strategy for helping school systems move toward \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/new-science-standards-aim-to-relate-concepts-to-students-lives/\" target=\"_blank\">new U.S. science education standards\u003c/a> that were released last year.\u003c/p>\n\u003cp>Access to good science curriculum materials is a “vexing issue,” Harris said. In urban public schools, science textbooks are often 10 years old and the standard curricula “provide very few opportunities for students to really engage in the science, beyond emphasizing the scientific canon or the knowledge that's been developed over time,” he said. “They typically don't have a hands-on approach.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To move beyond the rote memorization of disconnected science facts that traditional instruction tends to emphasize, in 2011 the U.S. National Research Council laid out a \u003ca href=\"http://sites.nationalacademies.org/dbasse/bose/framework_k12_science/index.htm\">new framework for revamping K-12 science education\u003c/a>. The \u003ca href=\"http://www.nextgenscience.org/next-generation-science-standards\">Next Generation Science Standards\u003c/a> embody that framework and aim to teach kids some of the core thought processes and practices that scientists and engineers use to investigate natural phenomena and solve problems.\u003c/p>\n\u003cp>Meeting those new standards will likely require a considerable shift in how schools teach science. Project-based inquiry learning programs seem well suited to be part of the solution: They get students to participate in educational projects in the same basic ways that scientists would, with activities organized by important “driving questions” that are relevant in science but also meaningful for kids, Harris said.\u003c/p>\n\u003cp>\u003cstrong>Putting Project-Based Science Classes to the Test\u003c/strong>\u003c/p>\n\u003cp>One such curriculum for grades 6-8 is Project-Based Inquiry Science (PBIS). Originally developed in the ‘90s at several universities with funding from the National Science Foundation (NSF), it incorporated the latest research knowledge on how students learn and how teachers can best teach them. An education publishing company named It's About Time brought \u003ca href=\"http://www.iat.com/courses/middle-school-science/project-based-inquiry-science/?type=introduction\">the curriculum\u003c/a> to the commercial market. \u003c/p>\n\u003cp>Currently, PBIS is one of the few curricula available that are fully aligned with the new science standards, and its structured activities emphasize core practices such as carrying out investigations, constructing science explanations and developing and using models. For instance, one physics project poses the driving question, “Why should I wear a helmet when I ride my bike?” – an inquiry that’s compelling because it connects directly to kids’ everyday lives, Harris said. To answer it, students work on a series of activities leading them to explore related questions that build their knowledge of the principles of force, motion, acceleration and gravity, so that they can grasp how a helmet would protect their heads from the impact of a potential collision. With guidance from their teacher, “they're conducting investigations, but there's also supports for kids to collect data, organize it, analyze it, share it, debate it, argue about it”—similar to how real-life scientists work, he said.\u003c/p>\n\u003cp>In an SRI research effort funded with a $5 million NSF grant, Harris recently conducted a randomized controlled trial of whether the PBIS materials are effective. Project collaborators included William Penuel of the University of Colorado and Joseph Krajcik, a Michigan State University professor who helped develop the new U.S. science standards as well as the original PBIS curriculum.\u003c/p>\n\u003cp>[contextly_auto_sidebar id=\"2MxgnbzA3Fn23YAcONABzumhuxn6n168\"]\u003cbr>\nThe experiment took place in sixth-grade science classes at 42 middle schools in a large, ethnically diverse urban public school district during the 2012-2014 academic years. About 55 percent of the pupils were eligible for free or reduced-price lunches. Half of those schools adopted PBIS curriculum units for physical science and earth science, with their teachers going through professional development training (provided by It’s About Time) in project-based teaching and the next-generation science standards. The rest of the schools taught science the traditional way, but their instructors also received training in the new standards. Almost 100 teachers and more than 3,000 students participated.\u003c/p>\n\u003cp>On average, kids in the project-based physical science classes performed roughly 8 percent better on an end-of-unit learning assessment than the kids in traditional classes. (Because the course content was new, the researchers also had to create entirely new assessment tests, which required a lot more demonstration of critical thinking skills than standard multiple-choice science tests.) That’s an improvement that would lift a student who scored in the 50th percentile on the test to the 58th percentile – a gain that “is actually really good for an education intervention,” Harris said. Pupils in the PBIS earth science classes showed a similar trend toward stronger scores, but that increase wasn’t statistically significant. \u003c/p>\n\u003cp>“It takes at least two years for teachers to become comfortable with new curriculum materials,” Harris noted. Nonetheless, instructors in year one of the trial were able to use the project-based materials “relatively effectively to support the kind of science learning called for in the new standards. We are very interested to see what the analysis will show for year two.”\u003c/p>\n\u003cp>\u003cstrong>Barriers Ahead – and the Potential Payoff \u003c/strong>\u003c/p>\n\u003cp>The research team is now analyzing data from year two and will evaluate how well teachers implemented the project-based curriculum. While the approach clearly \u003ca href=\"http://www.iat.com/testimonials/30/\">engages students \u003c/a>more, potential barriers to its wide adoption include the fact that it is resource intensive, Harris said. School districts have to buy not just the book and teacher’s guide but also the materials for classroom activities. Each PBIS unit costs roughly $23 per student.\u003c/p>\n\u003cp>And teachers need substantial training, including support throughout the school year, to learn how to coordinate kids to collaborate well on projects, and to ensure that important scientific concepts bubble up and get discussed. So project-based learning is generally a huge investment for school districts and more work for the teachers, but many of them “find that the hard work pays off,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Harris hopes to see more project-based science curricula coming out that are keyed to the new standards and grounded in research on learning. Such materials are badly needed in elementary schools, because too many children don’t get exposed to good science instruction on a consistent basis until middle school, he said. Catching kids earlier to help them see the big picture of what science is about could spark their excitement – and perhaps inspire new generations of young scientists from diverse backgrounds that STEM disciplines are greatly in want of.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37837/can-project-based-learning-close-gaps-in-science-education","authors":["4556"],"categories":["mindshift_20524","mindshift_1"],"tags":["mindshift_1040","mindshift_797","mindshift_256","mindshift_20745","mindshift_47"],"featImg":"mindshift_37926","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.","airtime":"MON-FRI 7pm-8pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/fresh-air/","meta":{"site":"radio","source":"npr"},"link":"/radio/program/fresh-air","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Fresh-Air-p17/","rss":"https://feeds.npr.org/381444908/podcast.xml"}},"here-and-now":{"id":"here-and-now","title":"Here & Now","info":"A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.","airtime":"MON-THU 11am-12pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"http://www.wbur.org/hereandnow","meta":{"site":"news","source":"npr"},"link":"/radio/program/here-and-now","subsdcribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661","tuneIn":"https://tunein.com/radio/Here--Now-p211/","rss":"https://feeds.npr.org/510051/podcast.xml"}},"how-i-built-this":{"id":"how-i-built-this","title":"How I Built This with Guy Raz","info":"Guy Raz dives into the stories behind some of the world's best known companies. 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No other part of the globe has experienced such dynamic political and social change in recent years.","airtime":"SAT 3am-4am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Inside-Europe-Podcast-Tile-300x300-1.jpg","meta":{"site":"news","source":"Deutsche Welle"},"link":"/radio/program/inside-europe","subscribe":{"apple":"https://itunes.apple.com/us/podcast/inside-europe/id80106806?mt=2","tuneIn":"https://tunein.com/radio/Inside-Europe-p731/","rss":"https://partner.dw.com/xml/podcast_inside-europe"}},"latino-usa":{"id":"latino-usa","title":"Latino USA","airtime":"MON 1am-2am, SUN 6pm-7pm","info":"Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg","officialWebsiteLink":"http://latinousa.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/latino-usa","subscribe":{"npr":"https://rpb3r.app.goo.gl/xtTd","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Latino-USA-p621/","rss":"https://feeds.npr.org/510016/podcast.xml"}},"live-from-here-highlights":{"id":"live-from-here-highlights","title":"Live from Here Highlights","info":"Chris Thile steps to the mic as the host of Live from Here (formerly A Prairie Home Companion), a live public radio variety show. 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Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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