Examining Successful Pedagogy in Project-Based Learning Classrooms: Supporting Student Engagement in Advanced Placement Physics 1

• In Event: Marriott Roundtable Session 28
  In Roundtable Session: STEM, Pedagogy, and Reflection

Abstract

Project-Based Learning (PBL) curriculums offer unique opportunities for student engagement, yet they do not guarantee an engaging classroom. Furthermore, there has been little scholarly work on PBL pedagogy that supports student engagement. This qualitative research study explores enactment of a PBL Advanced Placement Physics 1 curriculum and the ways that teachers' pedagogical moves afford or constrain student engagement. We use figured worlds to examine and compare the teaching practices of two teachers. Findings include the importance of how teachers orient to project-based learning, including framing learning and student agency within the projects.

Authors

• Sarah Ward, University of Washington

• Gavin Tierney, California State University - Fullerton

• Carol Margaret Adams, Seattle University