Early Elementary Teacher and Administrator Perspectives on Conceptualizing and Implementing Project-Based Learning

• In Event: AERA Roundtable Session 8
  In Roundtable Session: Uptake and Impact of Inquiry- and Project-Based Learning

Abstract

Project-Based Learning (PBL) is a pedagogical approach where students work for an extended period of time to investigate and respond to an authentic, complex question, or problem. This qualitative study uses six focus-groups with administrators and first-grade teachers from practicing PBL schools to understand attitudes concerning the conceptualization and implementation of PBL. Consistent with previous literature, authenticity, engagement, choice, collaboration, and intellectual challenge and accomplishment emerged as key features in conceptualizations of PBL, and external supports, time, and alignment of PBL curriculum were central in implementation. Understanding these perspectives may demonstrate how practitioners define what constitutes PBL, and why some schools use PBL curricula while others do not. Considerations of findings and future directions for research and education are discussed.

Author

• Sarah Stilwell, University of Michigan - Ann Arbor