Democratizing School-Wide, Project-Based Learning: A Cultural-Historical Activity Theory Perspective

• In Event: 45.095 - Sheraton Roundtable Seven - Osgoode Ballroom
  In Roundtable Session: 45.095-3 - Project-Based Learning Application

Abstract

Affirming the importance of developing students’ 21st century skills, project-based learning has emerged as a learning modality that is conducive towards this endeavor. Project-based learning has been attempted in various capacities of content, grade levels and individual teachers; however there has been limited application of a school-wide practice. This is in part due to challenges of implementation thus limiting accessibility. This study aims to investigate tensions as a constructive tool towards application of project-based learning in a school-wide environment through a cultural-historical activity theory perspective. Our analysis reveals moments of change within and between the five activity systems of whole school, administrators, teachers, students and parents that comprise a middle school. These findings provide insight towards democratizing school-wide, project-based learning.

Authors

• Laura Venegas, Ysleta Independent School District

• Pei-Ling Hsu, University of Texas - El Paso