Project-based learning (PBL) is a type of teaching and learning that allows the student to solve a problem by connecting their learning to their real-world experiences. This study addresses the question of how teachers are perceiving advantages and disadvantages of this learning in an elementary classroom. A qualitative study was designed to measure the outcomes. A sample of elementary teachers participated in the study and were interviewed in focus groups. Through the focus group interviews data showed that teachers perceive professional development, classroom management, time, student behavior, independence, collaboration, opportunities for learning, and school and state requirements as a few advantages and disadvantages. Data also showed that all participants involved in the study felt that the advantages outweigh the disadvantages and they would find a way to overcome those disadvantages in order to implement this learning into their classroom.
|Commitee:||Zucca-Scott, Laura, Stinson, Samuel|
|School:||Minot State University|
|School Location:||United States -- North Dakota|
|Source:||MAI 82/2(E), Masters Abstracts International|
|Subjects:||Elementary education, Pedagogy|
|Keywords:||Elementary Classroom, Hands-On Learning, Project-Based Learning, Real-World Problem Solving|
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