Project-Based Learning as a Vehicle for Humanizing Pedagogy in Urban Secondary Math and Science Classrooms

• In Event: Sheraton Roundtable Session 30
  In Roundtable Session: Innovative Pedagogy of Teacher Education and Its Impact on Preservice Teachers

Abstract

This paper addresses the question: How do pre-service teachers leverage project-based learning to enact humanizing pedagogy in urban secondary math and science classrooms? Twenty-seven secondary math and science teachers in a teaching seminar were asked to design and implement a short-term project, based on project-based learning and humanizing pedagogical framework, at the end of the school year in their student teaching placement. Project descriptions, project rubrics, and student work artifacts were coded. Results indicate that in addition to the project-based learning elements, teachers highlighted family and/or community of students in the projects. Lastly, the paper suggests a potential framework for how project-based learning and teaching for social justice, with focus on humanizing pedagogy, might emerge for future research and practice.

Authors

• Jaime Park, University of California - Los Angeles

• Imelda Nava, University of California - Los Angeles

• Jarod N. Kawasaki, University of California - Los Angeles