Graduate Project

Using project-based learning to implement critical pedagogy in a standards-based classroom: a unit guide for high school science

Critical pedagogy can be used to transform society by effecting real change. However, for a classroom teacher in a standards-based education system, it can be difficult or even impossible, according to some critics, to implement authentic critical pedagogy into a classroom environment. This is due to the stipulation that authentic critical pedagogy must involve action in society. Traditional factory model education would prove the critics correct in their critique. With a different model of education, such as Project-Based Learning (PBL), outside community action is inherently built into the structure. Combining a standards-based PBL structure with a critical pedagogy focus shows a example of how critical pedagogy can be practically implemented into our current public schooling system. The unit itself is a project that has students conducting their own action research projects while addressing a socially relevant and local community issue. The unit is designed to be used in high school science classrooms and addresses numerous Next Generation Science Standards (NGSS) within the design itself. The unit is specific enough to guide a teacher in how to facilitate the process through the entire project, while allowing them the freedom to adapt it to their own style as well. It includes lesson plans and handouts that are ready to use. The more projects like this can make their way into public education, the more students will have a space to create real societal change while engaging in an authentic education experience.

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