Improvements in Student Achievement and Science Process Skills Using Environmental Health Science Problem-Based Learning Curricula

Abstract

Project EXCITE, a seven-year federally funded teacher professional development
program prepared middle grade teachers to design and implement integrative, problembased,
environmental health curricula with over 1600 students. This article examines how
this program, through the developed and implemented curricula, impacted both statebased,
proficiency test scores and process skills test scores. Analyses of proficiency and
performance scores indicate positive effects for both measures, offering educators further
support for the use of integrative problem-based environmental health science curricula.