Term
Fall 12-13-2016
Capstone
Thesis
Degree Name
MAEd
Primary Advisor/Dissertation Chair
Margot Galt
Secondary Advisor/Reader One
Kathryn Peterson
Peer-Reviewer/Reader Two
Ned W. Nelson Jr.
Abstract
The research question addressed in this project was, how is student engagement affected through Project-Based Learning in an eleventh grade social studies classroom? It documents one teacher’s ability to incorporate Project-Based Learning in an urban high school social studies classroom. It will show that with the use of Project-Based Learning student engagement does increase. Students are pushed to critically think, problem solve, investigate, and collaborate. The author documents the details of a World War II Project-Based Learning unit and uses related research literature to construct meaning and validate the study. She looks into the different teaching strategies and scaffolding to help support her students of color. She also documents the success and struggles while reflecting on her growth as an educator she concludes that ProjectBased Learning is crucial in engaging our students of the 21st Century.
Research Methodology
Action Research
Keywords
Curriculum, Grades/ Student Performance, Multicultural Education, Teachers/ Teaching, Engagement
Recommended Citation
Nelson, Noelle J., "Student Engagement and Project-Based Learning in the Social Studies Classroom" (2016). School of Education and Leadership Student Capstone Theses and Dissertations. 4243.
https://digitalcommons.hamline.edu/hse_all/4243