Problem-based learning using HARP instruction

Abstract

A project-based model of teaching was used for the New Height's High Altitude Research Platform (HARP) program in 29 science classrooms that contained 849 students. This educational model assumes that learning and doing are inseparable to the learning process. Direct instruction and project-based work were used to enhance the HARP experiments in the science curriculum. A pretest and a posttest were given to students in classes that used high altitude ballooning as an event without implementing problem-based learning (event group). An integrated problem-based curricular experience was done once (novice group), two or three times (experienced group) or more than three times (expert group) by professors using a reliable (α = .955) and valid (known group difference method) instrument to assess key educational variables. When comparing the event group (control group), novice group, experienced group, and the expert group, there was a statistically significant difference between them in intrinsic motivation (p