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  4. Making learning authentic: an educational case study describing student engagement and motivation in a project-based learning environment
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Making learning authentic: an educational case study describing student engagement and motivation in a project-based learning environment

Full metadata

Description

This educational case study looked at student engagement and motivation in a collaborative environment, one that provided students the freedom to be critical thinkers and problem solvers. In order to create this collaborative environment, students in a third-grade elementary classroom participated in a Project-Based Learning unit. The unit culminated in hands-on projects. Sociocultural theory and Self Determination theory were used to guide the development of the innovation and the formulation of the research design. The qualitative data collection tools that were used in this study consisted of observations through video and audio recordings, researcher's field notes, student interviews, and artifacts. The artifacts gathered consisted of student journal entries reflecting on their experiences within the innovation and their learning process throughout. Data were collected, transcribed, and analyzed using multiple rounds of both deductive and inductive coding. This research suggests that a Project-Based Learning environment positively impacts student participation both within a single lesson and throughout the unit by increasing students’ background and competence. Additionally, within a Project-Based Learning environment, students co-construct new meaning through goal-oriented group work designed by the teacher. The teacher also supports student thinking through clarifying and questioning statements designed to support students’ learning and development of ideas. Finally, this educational case study suggests that students demonstrate an increase in intrinsic motivation over time as demonstrated by an eagerness to apply their new learning beyond the Project-Based Learning lessons. Students applied the learning within their classroom, school, and even their homes.

Date Created
2016
Contributors
  • Lund, Stephanie (Author)
  • Bertrand, Melanie (Thesis advisor)
  • Imel, Breck (Committee member)
  • Moses, Lindsey (Committee member)
  • Arizona State University (Publisher)
Topical Subject
  • Education, Elementary
  • Reading Instruction
  • Education
  • Collaboration
  • Engagement
  • Motivation
  • Participation
  • PBL
  • Project-Based Learning
  • Motivation in education
  • Project method in teaching--Psychological aspects.
  • Project method in teaching
Resource Type
Text
Genre
Doctoral Dissertation
Academic theses
Extent
viii, 91 pages
Language
eng
Copyright Statement
In Copyright
Reuse Permissions
All Rights Reserved
Primary Member of
ASU Electronic Theses and Dissertations
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.38495
Statement of Responsibility
by Stephanie Lund
Description Source
Viewed on July 5, 2016
Level of coding
full
Note
Partial requirement for: Ed.D., Arizona State University, 2016
Note type
thesis
Includes bibliographical references (pages 78-83)
Note type
bibliography
Field of study: Leadership and innovation
System Created
  • 2016-06-01 08:16:15
System Modified
  • 2021-08-30 01:24:15
  •     
  • 1 year 6 months ago
Additional Formats
  • OAI Dublin Core
  • MODS XML

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The ASU Library acknowledges the twenty-three Native Nations that have inhabited this land for centuries. Arizona State University's four campuses are located in the Salt River Valley on ancestral territories of Indigenous peoples, including the Akimel O’odham (Pima) and Pee Posh (Maricopa) Indian Communities, whose care and keeping of these lands allows us to be here today. ASU Library acknowledges the sovereignty of these nations and seeks to foster an environment of success and possibility for Native American students and patrons. We are advocates for the incorporation of Indigenous knowledge systems and research methodologies within contemporary library practice. ASU Library welcomes members of the Akimel O’odham and Pee Posh, and all Native nations to the Library.

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