| dc.description.abstract | Since the beginning of public education, the skills and instructional methods have been connected to the needs of the workforce. Over time, these skills and needs have changed. In the early 19th century, during the industrial revolution, public education was focused on basic memorization and rote skills. In the 20th and now, 21st centuries, the need for these skills is no longer necessary. Today’s workforce demands require creativity, flexibility, problem solving, and communication and therefore, today’s educational landscape must also change. The need for student-centered learning environments is strong now than ever before.
Project-based learning (PBL) is a student-centered learning environment that requires students to solve a problem that connects to their life and/or the real world. These problems must be connected to the educational standards in place so students are learning the necessary academic skills while also learning 21st century skills related to communication, collaboration, creative thinking, and critical problem solving.
This sequential mixed methods research study looked at the attitudes, beliefs, perceptions, and experiences of elementary school teachers regarding their use of PBL strategies and the integration of 21st century skill instruction in their classrooms. The study revealed three major findings. 1. Teachers can define what PBL instruction is and explain its effectiveness in the classroom. 2. Teachers did not express difficult in integrating the state standards in PBL activities but are not effectively incorporating this instructional method. 3. Teachers have not been provided quality professional development on how to implement PBL strategies.
This record of study concludes with a discussion of these findings and recommendations for a quality professional development opportunity for the teachers at Casis Elementary. | |
