From Design to Practice: Integrating Deeper Learning into PBL for School-Based Agricultural Education

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Abstract

This study investigates how integrating the concept of deeper learning (DL) into project-based learning (PBL) enhances student DL competencies and teacher perceptions in school-based agricultural education (SBAE). A professional development (PD) program supported teachers in designing PBL units with DL competencies embedded into the design elements. Following implementation, student surveys and content knowledge tests (CKTs) were used to assess DL opportunities, DL competencies, and content knowledge gains. Results showed significant improvement in content knowledge and strong associations between DL opportunities and cognitive, interpersonal, and intrapersonal competencies. Teacher interviews revealed increased student engagement and collaboration. This mixed-methods study demonstrates the impact of DL-integrated PBL and underscores the importance of PD in building teacher capacity.

Authors

• Ying Jin, James Madison University

• Chaney W. Mosley, Middle Tennessee State University

• Monica B. Smith-Woofter, James Madison University