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A case study of project‐based instruction in the ninth grade: a semester‐long study of intertidal biodiversity

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.