Restoring Curricular Joy Through Problem-Based Learning

• In Event: Enhancing Teacher and Student Outcomes Through Problem-Based Approaches

Abstract

This study explores one third-grade teaching team’s experience reimaging a problem-based learning (PBL) unit into a curricular experience that sparked joy and generated student engagement. Guided by practitioner research, this paper reflects the iterative inquiry cycle, drawing on planning documents, curricular artifacts, student work, and educators’ retrospective accounts. Results include 1) partnering to foster a meaningful audience, 2) the power of facilitating student-driving solutions, a paradox, and 3) student joy through artistic expression and freedom to “play” with science. Conclusions consider the power and possibility of PBL to open more pathways to joy and, therefore, healing and repair.

Author

• Anne E. Martin, Georgia State University