How Experience Informs Practice: Qualitative Case Study of Teachers Implementing Curriculum Using a Project-Based Learning Framework

• In Event: Fairmont Roundtable Session Four
  In Roundtable Session: Experience, Implementation, and Impact of Problem-Based Learning (Table 15)

Abstract

The purpose of this descriptive multi case study is to explore how secondary social studies teachers interact with their experiences to deliver a disciplined inquiry-based project that focuses on developing students’ civic engagement. Teachers who participated in this study spent time between May and August 2023 to develop a project-based curriculum. This research is part of the Citizenship - Water Quality Curriculum Project. Members of this project create and pilot an interdisciplinary curriculum that requires students to create a civic action plan. The developed curriculum centers particular attention on spreading awareness of how poor water quality impacts public health, developing scientific and social science research skills, and developing students’ capacity to be civically engaged.

Author

• Taylor Scott Hamblin, University of Nebraska - Lincoln
  Presenting Author