Shifting Pedagogy in a Civics Classroom: A Design-Based Implementation Research Exploration Into Project-Based Learning Strategies

• In Event: 72.066 - Poster Session 16
  In Poster Session: 72.066-1 - Teacher Professional Development Poster Session

Abstract

In recent decades, Project Based Learning (PBL) has become a popular curricular reform tool. While influences of PBL on student engagement and motivation have been well documented (e.g. Blumenfeld et al., 1991; Smith et al., 2005; Barron & Darling-Hammond, 2008), less is known about how teachers teach PBL. This paper presents a case study of Mr. Peterson, over four years, as he taught a PBL Advanced Placement U.S. Government and Politics course in an urban school district. Teacher interviews, classroom observations, and student interviews offer a glimpse into how Mr. Peterson adopts, adapts, and shifts his pedagogical practices around PBL in the classroom. Findings suggest PBL can potentially shift a teacher’s pedagogy. Implications for professional development around PBL are discussed.

Authors

• Carol Margaret Adams, University of Washington - Seattle

• Jane C Lo, Florida State University

• Alexandra Goodell, University of Washington - Seattle