Exploring Contributions of Project-Based Learning to Health and Wellbeing in Secondary Education

Autor/inn/en	Allison, Pete; Gray, Shirley; Sproule, John; Nash, Christine; Martindale, Russell; Wang, John
Titel	Exploring Contributions of Project-Based Learning to Health and Wellbeing in Secondary Education
Quelle	In: Improving Schools, 18 (2015) 3, S.207-220 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-4802
DOI	10.1177/1365480215599298
Schlagwörter	Foreign Countries; Active Learning; Student Projects; Interdisciplinary Approach; Curriculum Design; Child Health; Well Being; Student Attitudes; Content Analysis; Residential Programs; Secondary School Students; Qualitative Research; Semi Structured Interviews; Credibility; Student Responsibility; Coping; Interpersonal Relationship; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Aktives Lernen; Schulprojekt; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrplangestaltung; Well-being; Wellness; Wohlbefinden; Schülerverhalten; Inhaltsanalyse; Sozialer Wohnungsbau; Sekundarschüler; Qualitative Forschung; Glaubwürdigkeit; Bewältigung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Regardless of the aims and purposes of education, recent trends in pedagogy suggest an increasing popularity of project-based learning (PBL) and a focus on interdisciplinary approaches to learning, however ill-defined they may be. Connections between PBL, curriculum trends and health and wellbeing are reviewed, as well as potential value of schools bringing the three together to enhance learning. Interviews were undertaken with students (n?=?37) following a range of 2-week residentials involving PBL to examine students' perspectives on connections with prior learning at school, the approach to learning and any connections to health and wellbeing. The results from the hierarchical content analysis revealed five emerging themes. Implications for theory, practice and further research are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01