Developing Romanian and American Cultural Awareness Through Discursive Competences:A Project-Based Learning Pilot Study

Abstract

This empirical study presents the tools and conceptual framework that enabled me to plan, implement and deliver a Project Based Learning (PBL) pilot test in my course on Introduction to American Studies, intended for 1st year students majoring in American Studies at Ovidius University, Constanta. The presentation of the PBL project follows a chronological approach to the in-class pedagogical sequence, with a specific focus on the evaluative process, mainly articulated around self-assessing strategies. Self-assessment is construed as essential in creating the premises and helping develop metacognitive processes which are presented and analyzed according to Fink’s taxonomy of significant learning. Most data were collected through personal classroom observations. The observation method was utilized during the planning stage (where students chose teams, selected project topics, asked and answered essential questions, designed project plans, and created project timelines), the implementation stage, and the assessment stage (evaluating both the project results and the learning activities). In addition to observations, a qualitative analysis of students' projects was conducted. The findings from these observations, along with a description of the students' self-assessment exercises are compiled in this study and point to the fact that by employing PBL as a staple in classes, teachers can create a potent learning environment, suitable for engaged learning, growing and shared experiences.

Keywords

• project-based learning
• american studies
• interdisciplinary
• social and communicative skills
• self-assessment
• metacognitive skills