Hands-Joined Learning as a Framework for Personalizing Project-Based Learning in a Middle Grades Classroom: An Exploratory Study
Clicks: 162
ID: 92228
2020
This study investigates the hands-joined learning framework as an approach to personalize and provide instructional scaffolding within project-based learning. The authors include a case description of hands-joined learning in a middle school social studies classroom and critically examine middle school student feedback in relation to two aims: (a) personalizing learning, and (b) providing adequate scaffolding. Student feedback indicated that the hands-joined learning project was largely successful in these two areas. Learners appreciated having choice and control in what they learned and created in the project but also pointed to the need for greater opportunities to make decisions in how they learned. Some learners also wanted more peer interaction. These findings are used to propose practical implications as well as future research directions.
| Reference Key |
deminkcarthew2020handsjoinedrmle
Use this key to autocite in the manuscript while using
SciMatic Manuscript Manager or Thesis Manager
|
|---|---|
| Authors | DeMink-Carthew, Jessica;Olofson, Mark W.; |
| Journal | rmle online: research in middle level education |
| Year | 2020 |
| DOI | DOI not found |
| URL | |
| Keywords |
Citations
No citations found. To add a citation, contact the admin at info@scimatic.org
Comments
No comments yet. Be the first to comment on this article.