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Project-Based Learning Influence on Self-Awareness of High School Students

Received: 4 November 2022     Accepted: 29 November 2022     Published: 23 December 2022
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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.

Published in Education Journal (Volume 11, Issue 6)
DOI 10.11648/j.edu.20221106.17
Page(s) 355-365
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Project-Based Learning, Competency-Based Learning, Self-Direction, Role-Awareness, Self-Belief, Self-Awareness, Pedagogy, Confidence

References
[1] Burkin, S. (2012). Can self-awareness be taught? Blog Oct. 11, 2012.
[2] Creswell, J. W. (2013). Research design: qualitative, quantitative, and mixed methods Approaches (4th ed.). Thousand Oaks, CA: Sage Publications.
[3] Crotty, M. (2003). The foundations of social research: Meaning and perspective in the research process. Thousand Oaks, CA: Sage Publications.
[4] Coomes, M., & DeBard, R. (2004). A generational approach to understanding students. New Directions for Student Services Journal. Wiley Online Library. https://doi.org/10.1002/ss.121
[5] Dworkin, J. B., Larson, R., & Hansen, D. (2003). Adolescents' accounts of growth experiences in youth activities. Journal of youth and adolescence, 32 (1), 17-26.
[6] Eccles, J. S., Barber, B. L., Stone, M., & Hunt, J. (2003). Extracurricular activities and adolescent development. Journal of social issues, 59 (4), 865-889.
[7] Eisenberg, N., Spinrad, T. & Eggum, N. (2010). Emotion-Related Self-Regulation and Its Relation to Children's Maladjustment. Annual Review of Clinical Psychology 2010 6: 1.
[8] Encyclopedia Britannica. (2019). The world standard in knowledge since 1768. Retrieved from https://www.britannica.com/
[9] Eurich, T. (2018). What is self-awareness and how to cultivate it. Harvard Business Review.
[10] Fredricks, J. A., & Eccles, J. S. (2006). Extracurricular involvement and adolescent adjustment: Impact of duration, number of activities, and breadth of participation. Applied developmental science, 10 (3), 132-146.
[11] Goleman, D. (2005). Emotional Intelligence: Why it can matter more than IQ. Bantam Books.
[12] Goleman, D., Boyatzio, R. & Mckee, A. (2002). The Emotional Reality of Teams. Journal of Organizational Excellence. 21: 2. https://doi.org/10.1002/npr.10020
[13] Klamath, S. (2019). Cultivating self-awareness to move learning forward. Education Dive Blog. October 22, 2019.
[14] Hamachek, D. (2000). Dynamics of self-understanding and self-knowledge: Acquisition, advantages, and relation to emotional intelligence. The Journal of Humanistic Counseling, Education and Development, 38 (4), 230-242.
[15] Hartman, R. S. (1967). Formal Axiology and the measurement of values. The Journal of Value Inquiry, 1 (1), 38.
[16] Hartman, R. S. (2011). The structure of value: Foundations of scientific axiology. Wipf and Stock Publishers.
[17] Innermetrix Incorporated Adverse Impact Study Findings (2014). Knoxville, TN.
[18] Mahoney, J. L., Cairns, B. D., & Farmer, T. W. (2003). Promoting interpersonal competence and educational success through extracurricular activity participation. Journal of educational psychology, 95 (2), 409.
[19] Niblick, J. (2004). What’s your Genius: How the best think for success in the new economy. Ronkonkoma, NY: St. James.
[20] Niblick, J. (2009). What’s your Genius: How the best think for success in the new economy. Ronkonkoma, NY: St. James.
[21] Results Group (2019). Training Materials. Retrieved from https://resultsgroup.com
[22] Siegel, D. J., & Hartzell, M. (2013). Parenting from the inside out: How a deeper self-understanding can help you raise children who thrive. Penguin.
[23] Sturm, R., Taylor, S., Atwater, L. & Braddy, P. (2013). Leader self-awareness: An examination and implications of women’s under prediction. Journal of Organization Behavior. 35 (5). https://doi.org/10.1002/job.1915
[24] Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary educational psychology, 25 (1), 82-91.
Cite This Article
  • APA Style

    Trent Grundmeyer, Jill Urich, Jill Olson, Stephanie Brown, Susan Gentz. (2022). Project-Based Learning Influence on Self-Awareness of High School Students. Education Journal, 11(6), 355-365. https://doi.org/10.11648/j.edu.20221106.17

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    ACS Style

    Trent Grundmeyer; Jill Urich; Jill Olson; Stephanie Brown; Susan Gentz. Project-Based Learning Influence on Self-Awareness of High School Students. Educ. J. 2022, 11(6), 355-365. doi: 10.11648/j.edu.20221106.17

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    AMA Style

    Trent Grundmeyer, Jill Urich, Jill Olson, Stephanie Brown, Susan Gentz. Project-Based Learning Influence on Self-Awareness of High School Students. Educ J. 2022;11(6):355-365. doi: 10.11648/j.edu.20221106.17

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  • @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
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    T2  - Education Journal
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    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.
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Author Information
  • School of Education, Drake University, Des Moines, United States

  • Ankeny Community School District, Ankeny, United States

  • Results Group, Clive, United States

  • Ankeny Community School District, Ankeny, United States

  • Ben and Susan Gentz Strategies, Ankeny, United States

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