Graduation Year
2019
Document Type
Dissertation
Degree
Ed.D.
Degree Name
Doctor of Education (Ed.D.)
Degree Granting Department
Curriculum and Instruction
Major Professor
Michael Berson, Ph.D.
Committee Member
Ilene Berson, Ph.D.
Committee Member
Darlene DeMarie, Ph.D.
Committee Member
Stephen Thornton, Ph.D.
Keywords
narrative, perspectives, simulations, video-elicitation
Abstract
The aim of this qualitative case study was to investigate the process of the enactment of a project-based learning method in an Advanced Placement American Government and Politics course and the effects of contextual factors, the beliefs of the teacher, and environmental factors had on the planning and implementation of PBL-aligned tasks. This study also investigates the experiences and perceptions of students in an Advanced Placement American Government and Politics course that enacted project-based learning.
The study was conducted to add to the literature on project-based learning. Research on the steps a teacher takes to enact project-based learning can enhance understanding of the method and provide an increased understanding of implementation.
This was a qualitative case study. The research was gathered using narrative inquiry, examination of documents, and observations to investigate teacher enactment of a project-based learning task. Semi-structured video-elicitation interviews, document analysis, and observations were conducted to investigate the experiences and perceptions of students who used project-based learning tasks in an Advanced Placement American Government and Politics class.
The research of a teacher enacting project-based learning resulted in the identification of teacher’s beliefs as the foundational element for constructing pedagogy. Through the enactment of project-based learning, three themes emerged: the need for communication, alignment of tasks to key concepts, and flexibility. The perceptions of students in an Advanced Placement American Government and Politics course confirmed the importance of student choice, the value of collaborative and social learning experiences, and the desire to discuss controversial issues.
Scholar Commons Citation
Swift, Arren M., "Project-Based Learning: Implementation and Reflections of an Advanced Placement American Government Class" (2019). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/7963
