Snyder, S., & Tomasik, R., & Smith, B. (2011, June), Problem Based Learning Using HARP Instruction  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18491

\bibitem{asee_peer_18491}
  Snyder, S., \& Tomasik, R., \& Smith, B. (2011, June), \emph{Problem Based Learning Using HARP Instruction}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--18491

Stephen Snyder, Rachel Tomasik, and Bethany Smith.  "Problem Based Learning Using HARP Instruction".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/18491 Internet.  12 Mar, 2025

\bibitem{asee_peer_18491}
  Stephen Snyder, Rachel Tomasik, and Bethany Smith.
  "Problem Based Learning Using HARP Instruction".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/18491 Internet.  12 Mar, 2025

@INPROCEEDINGS{asee_peer_18491
author = "Stephen Snyder, Rachel Tomasik, and Bethany Smith"
title = "Problem Based Learning Using HARP Instruction"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/18491}
number = {10.18260/1-2--18491}
}

TY  - CPAPER
AB  -                  Problem-Based Learning Using HARP Instruction        A project-based model of teaching was used for the New Height’s High Altitude ResearchPlatform (HARP) program in 29 science classrooms that contained 849 students. Thiseducational model assumes that learning and doing are inseparable to the learning process. Directinstruction and project-based work were used to enhance the HARP experiments in the sciencecurriculum. A pretest and a posttest were given to students in classes that used high altitudeballooning as an event without implementing problem-based learning (event group). Anintegrated 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 intrinsic motivation(contextualization, curiosity, challenge, control, cooperation), valuing science, applicationknowledge (problem solving, prototyping, evaluation, documentation), metacognitive processes(planning, assessing, monitoring), cognitive skills, and content knowledge (technical knowledge,scientific method knowledge, operations knowledge).        When comparing the event group (control group), novice group, experienced group, andthe expert group, there was a statistically significant difference between them in intrinsicmotivation (p<.001; η2 = .738).
AU  - Stephen Snyder
AU  - Rachel Tomasik
AU  - Bethany Smith
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Problem Based Learning Using HARP Instruction
UR  - https://peer.asee.org/18491
DO  - 10.18260/1-2--18491
ER  -