@article{10.11648/j.edu.20221106.17,
  author = {Trent Grundmeyer and Jill Urich and Jill Olson and Stephanie Brown and Susan Gentz},
  title = {Project-Based Learning Influence on Self-Awareness of High School Students},
  journal = {Education Journal},
  volume = {11},
  number = {6},
  pages = {355-365},
  doi = {10.11648/j.edu.20221106.17},
  url = {https://doi.org/10.11648/j.edu.20221106.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20221106.17},
  abstract = {To prepare students for the jobs and careers of tomorrow, different skills are needed to be taught in the K-12 setting. Students need to know how to make better decisions, manage achievement related stress, and ultimately, establish purposeful self-advocacy. Higher order thinking skills that academics promote rarely overlap with the domain of building self-knowledge. In fact, in today’s academic environment, the effort to imbibe self-awareness practices in our classrooms are often met with fear, frustration and pushback. This study will focus on the overlap of learning and building self-knowledge. This study is based on a project-based learning program called Orbis. The Orbis Program is in the Ankeny Community School District in Ankeny, Iowa, and offers elective courses designed to engage teams of students from several area high schools. In partnership with the workforce, the program aims to solve real problems and improve the local and global community. The mission statement of Orbis is to “Unleash passion. Realize potential. Impact the world.” Skills specifically focused throughout the program include leadership, problem-solving and collaboration. Student experiences are grounded leadership, problem-solving, and communication skills. Authentic problems lead to project ideas, and students’ passions are matched to projects. Because students’ passions direct their project work and learning, no two students have the same Orbis experience. All students have some common experiences, and yet each student has an individualized, personalized experience in which they have an active voice in designing. Project-based learning programs are frequently being expanded in many K-12 schools. Many programs are developed to provide students opportunities to enhance 21st century skills. 21st century skills comprise skills, abilities, and learning dispositions that have been identified as being required for success in society and workplaces. These skills can be defined as collaboration, critical thinking, problem-solving and others. The secondary students in the project-based program in this study got partnered with other students to engage in real-world problems that are presented from the local community or initiated by the students themselves. The results from the study show overall growth in self-direction, role awareness and self-belief from participation in the program.},
 year = {2022}
}

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TY  - JOUR
T1  - Project-Based Learning Influence on Self-Awareness of High School Students
AU  - Trent Grundmeyer
AU  - Jill Urich
AU  - Jill Olson
AU  - Stephanie Brown
AU  - Susan Gentz
Y1  - 2022/12/23
PY  - 2022
N1  - https://doi.org/10.11648/j.edu.20221106.17
DO  - 10.11648/j.edu.20221106.17
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 355
EP  - 365
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20221106.17
AB  - To prepare students for the jobs and careers of tomorrow, different skills are needed to be taught in the K-12 setting. Students need to know how to make better decisions, manage achievement related stress, and ultimately, establish purposeful self-advocacy. Higher order thinking skills that academics promote rarely overlap with the domain of building self-knowledge. In fact, in today’s academic environment, the effort to imbibe self-awareness practices in our classrooms are often met with fear, frustration and pushback. This study will focus on the overlap of learning and building self-knowledge. This study is based on a project-based learning program called Orbis. The Orbis Program is in the Ankeny Community School District in Ankeny, Iowa, and offers elective courses designed to engage teams of students from several area high schools. In partnership with the workforce, the program aims to solve real problems and improve the local and global community. The mission statement of Orbis is to “Unleash passion. Realize potential. Impact the world.” Skills specifically focused throughout the program include leadership, problem-solving and collaboration. Student experiences are grounded leadership, problem-solving, and communication skills. Authentic problems lead to project ideas, and students’ passions are matched to projects. Because students’ passions direct their project work and learning, no two students have the same Orbis experience. All students have some common experiences, and yet each student has an individualized, personalized experience in which they have an active voice in designing. Project-based learning programs are frequently being expanded in many K-12 schools. Many programs are developed to provide students opportunities to enhance 21st century skills. 21st century skills comprise skills, abilities, and learning dispositions that have been identified as being required for success in society and workplaces. These skills can be defined as collaboration, critical thinking, problem-solving and others. The secondary students in the project-based program in this study got partnered with other students to engage in real-world problems that are presented from the local community or initiated by the students themselves. The results from the study show overall growth in self-direction, role awareness and self-belief from participation in the program.
VL  - 11
IS  - 6
ER  - 

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