Data Analysis and Findings Snapshot

This chapter of Problem-Based Learning in Elementary School details elementary educators’ responses to interview questions about their experiences of, and views about, PBL instruction. Teachers/staff describe what PBL is or means to them, and which PBL instructional strategies specifically contributed to 21st-century learning and how. A safe environment enables sharing with peers, asking questions, taking risks, and making new discoveries, all of which were considered strengths of PBL intervention. The successes and benefits, as well as concerns and challenges, of PBL instruction are described. The voices of pioneering individuals come alive with descriptive examples of PBL units, lessons, and activities; the quality of learning experiences; and advice and cautionary words. As narratively and numerically presented, the data analysis identified two major findings: (1) key instructional strategies (29 in total, 10 emerging as top and 19 as additional) and (2) overarching thematic outcomes pertaining to the development of the Profile of a Virginia Graduate. Together, these findings provide insight into strategies of PBL instruction that influenced the development of the 5Cs for fourth and fifth graders. The findings snapshot, based on the data analysis, illuminates outstanding strategies that facilitated PBL education in elementary classrooms.