Criticality in Project-Based Learning Classrooms

• In Event: Student engagement in PBL and PjBL learning

Abstract

The purpose of this paper is to describe the pedagogical characteristics and practices of teachers who encourage criticality in the project-based learning classroom. Student focus group data explores how students perceive teachers who encourage them to critique and transform the world around them. Observation data and teacher focus groups explore to what extent project-based learning supports criticality.

Authors

• Emily E. Virtue, Western Carolina University

• Brandi N. Hinnant-Crawford, Clemson University

• Liz Bergeron, New Tech Network