Project Based Learning and the High School Social Studies Curriculum: Strategies to Develop 21st Century Competencies

The No Child Left Behind Act (2001), and its strict accountability measures for testable subjects such as math and reading, had the unintended consequence of marginalizing other subjects such as the social studies. This has had a profound impact on our student’s overall performance in reading as indicated by the National Assessment of Educational Progress (NAEP) or the nation’s report card. Since 2002, eighth grade students have made no discernable progress in reading despite the fact that schools report spending upwards of 60% of their time on the subject (Tieso, 2013). Countries that outperform us in reading point out that the only difference in curriculum is the fact that they “provide their students with a comprehensive, content-rich education in the liberal arts and sciences” (Tieso, 2013, p. 97). Our continual shortchanging of the social studies has not only led to historical amnesia, and reduced reading scores, but is a lost opportunity to develop student’s skills, and  habits of mind that will help them be successful after they leave school. The problem is that high school history students are not learning the skills and dispositions that will help them be successful in post high-school education, the 21^st century economy, and civic life.    

            For students to be successful in the 21^st century economy, they will need to possess skills beyond the traditional reading writing and arithmetic (Huang, Hodson, La Torre, Obregon, Rivera, 2010). The new economy puts a premium on abilities such as critical interpersonal skills to include speaking, listening and the ability to function as part of a team. Students need to learn the skills to help them find and assess appropriate information using technologies such as the World Wide Web and databases. Students need to know how to communicate effectively in both verbal and nonverbal ways through a variety of platforms to include digital networks. An understanding of American history is critical if students are to become contributing members of our democracy, students will need to understand basic scientific principles such as the scientific method if they are to become critical thinkers and adroit problem solvers. Living in a global society requires that students be fluent in multicultural understanding and foreign languages (Uchida, 1996). While teacher-centered classrooms are the predominate configuration in most American schools, they are ineffectual in developing the previously mentioned skills and dispositions.     

            Traditional teacher centered pedagogy is not conducive to students learning 21^st century skills, while teacher lectures and demonstrations are important to the learning process, students should be at the center of their learning, they should be provided with several opportunities to engage in “hands-on” learning (Odom, Bell, 2015). An effective way to engage students in a student-centered lesson is through the use of Project Based learning or PBL. According to Lattimer & Riordan (2011) “PBL is typically considered an approach to teaching in which students respond to real-world questions or challenges through an extended inquiry process. PBL often involves peer collaboration, a strong emphasis on critical thinking and communication skills, and interdisciplinary learning” (p.18) Research indicates that inquiry based teaching pedagogies such as PBL are an effective way to engage students, as Weimer (2012) points out “while no evidence proves that PBL enhances academic achievement as measured by exams, there is evidence to suggest that PBL ‘works’ for achieving other important learning outcomes. Studies suggest that PBL develops more positive student attitudes, fosters a deeper approach to learning and helps students retain knowledge longer that traditional instruction” (p. 44-45). The 21^st Century economy requires that students think creatively and become problem solvers, in addition, providing students a diversity of student-centered lessons will help them retain their learning, according to Starko (2013) “creative applications of core content are among teachers’ most powerful tools in building students’ understanding. If we want students to master the content, they must do something with it beyond simple repetition. They must use it in meaning ful ways and make it their own” (p. 55). In addition “collaboration, creative problem solving, and problem-based learning have all been shown to increase creativity in children. This recent research supports what earlier researchers have maintained about creative learning environments: they must be flexible, free, open to unusual or divergent answers, and collaborative” (Cullen, Harris, & Hill, 2012, p. 11).

            Addressing this problem would benefit a variety of stakeholders to include social studies teachers, curriculum designers, administrators and of course students. I believe most teachers want to do everything possible to ensure that their students are successful in school, I believe the reason most social studies teachers do not engage their students in PBL, is simply that they do not know any better. Despite the fact that PBL has been effectively used for many years, my school district has never provided training on its benefits and implementation. In addition, I  never received PBL training in my education preparation program. Despite these facts, I believe it is important that teachers provide their students opportunities to hone the skills and dispositions that will make them successful  in post high-school education, the 21^st century economy, and civic life. Student-centered pedagogies like PBL will do just that.   

     

References

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