Project-Based Learning: Helping Students Thrive Socially and Emotionally

Autor/in	Beisel, Kris
Titel	Project-Based Learning: Helping Students Thrive Socially and Emotionally
Quelle	In: Childhood Education, 97 (2021) 5, S.6-13 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2021.1982267
Schlagwörter	Student Projects; Teaching Methods; Social Emotional Learning; Competition; STEM Education; Art Education; Teamwork; Creativity; Imagination; Student Role; Social Development; Emotional Development; Skill Development; Self Concept; Self Management; Interpersonal Competence; Goal Orientation; Student Responsibility; Decision Making + Suchen Sie Ihr Suchwort? Schulprojekt; Teaching method; Lehrmethode; Unterrichtsmethode; Wettkampf; STEM; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Kreativität; Soziale Entwicklung; Gefühlsbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Selbstkonzept; Selbstmanagement; Interpersonale Kompetenz; Zielorientierung; Zielvorstellung; Decision-making; Entscheidungsfindung
Abstract	At the start of this new school year, most educators' attention will be split between attending to students' social and developmental well-being and overcoming pandemic-driven lack of engagement in learning. When these two goals are addressed in tandem, students can be exposed to new challenges and experiences. This article explores how a combination of social-emotional learning (SEL) and learner-centered education programs such as the project-based Destination Imagination (DI) Team Challenge Experience, can make a difference for students. In the DI Challenge competition, students work together to solve an open-ended, STEAM-based challenge and then present their solution at a local tournament. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01