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Articles 1 - 3 of 3
Full-Text Articles in Education
Integration Of Project-Based Learning In Elementary Social Studies, Arren Swift
Integration Of Project-Based Learning In Elementary Social Studies, Arren Swift
The Councilor: A National Journal of the Social Studies
The marginalization of social studies education in elementary schools has been well documented. To provide meaningful social studies education to elementary students we must find ways to integrate social studies into other content areas. The application of project-based learning complements the process of cross-curricular integration. This article provides a rationale for this approach and a sample lesson to help clarify the process.
Theme-Based Lessons: Teacher Perceptions Of A Theme-Based Approach And Its Influence On Student Engagement In Grades 3-8, Robin Penna-Baskinger
Theme-Based Lessons: Teacher Perceptions Of A Theme-Based Approach And Its Influence On Student Engagement In Grades 3-8, Robin Penna-Baskinger
Seton Hall University Dissertations and Theses (ETDs)
The purpose of this study was to explore how teachers in Grades 3-8 in one New Jersey school district perceive theme-based lessons on student level of engagement and teaching pedagogy when using their own initiatives to develop a theme-based approach. Research was conducted using a qualitative design to investigate the perceptions and observations of those directly involved in developing theme-based lessons in the classroom. Twelve participants, all experienced teachers within the district of study, participated in a pre-selection questionnaire and an interview process. Increased student engagement, good teaching practices, and teaching pedagogy were dominant themes in this study. The study …
Integrating Lego Robotics Into A 5th Grade Cross Curricular Unit To Promote The Development Of Narrative Writing Skills, Shelli L. Casler-Failing
Integrating Lego Robotics Into A 5th Grade Cross Curricular Unit To Promote The Development Of Narrative Writing Skills, Shelli L. Casler-Failing
Proceedings of the Interdisciplinary STEM Teaching and Learning Conference (2017-2019)
This paper describes a unit designed to promote the development of narrative writing skills among 5th grade students through the use of LEGO robotics. Over the course of four, two and one-half hour sessions (one day per week for four consecutive weeks), the students learned how to construct and program robots, write and present a proposal to complete a mission, and connected the learning to their personal experiences with Hurricane Irma. The students began the activity with prior knowledge of World War II and Hiroshima. After learning the basics of building and programming robots, they were presented with a …