Project-Based Learning in Civic Education: Creating a New “Environment” to Promote Students’ Civic Engagement

• In Event: AERA Poster Session Friday 1:45 pm
  In Poster Session: Interactive and Integrative Practices to Improve Teaching and Learning in Elementary & Secondary Contexts

Abstract

This study investigates the impact of Project-Based Learning (PBL) on students' civic engagement in civic education, exploring the underlying mechanisms through the lens of Social Cognitive Theory. Interviews with teachers and students in Chinese secondary schools reveal that PBL functions as both an affordance and a barrier within the educational environment. It facilitates positive changes in personal factors, including motivation, self-efficacy, and outcome expectations. Additionally, we identify encouraging effects on behavioral factors, such as future volunteering or community service and social change advocacy. Notably, a divergence in perceptions emerged, with teachers emphasizing structural support while students prioritized experiential elements. These findings underscore the complex interplay between environmental, personal, and behavioral factors in promoting civic engagement through PBL.

Author

• Weiyang Gao, University of Hong Kong