Project based learning, motivation and visible thinking

Abstract

This qualitative research study focused on exploring the pedagogical and methodological interactions between the PBL approach and Thinking Tools, inquiring on its impacts on student motivation and the development of thinking skills. The research was conducted with 20 fourth grade students in a Foreign Language Learning contexts in a primary school in Bogotá, Colombia. The main objective of this research study was to explore the type of responses, related to thinking skills, generated by students when being engaged in EFL classes, and how thinking skills can be developed through the implementation of the PBL approach. For the pedagogical implementation, the students were given a project to work during the semester. They were involved in the whole process of deciding how every step was being developed. Also, they used various thinking tools through the implementation of the project. As research developed, fieldnotes and participant observation was used for data collection. Main findings reveal that, to improve student engagement, while thinking skills are developed, teachers must have a broad perspective to understand how the PBL approach, using Thinking Tools, can benefit from connecting students interests and perspectives on their surrounding world.