Projects in a sixth-grade classroom: entering a bumpy but promising road.

Abstract

In this article the possibility of developing authentic project work in a sixth-grade classroom of a Venezuelan school is explored, by means of action research (AR) methodology. Two AR cycles with two different projects were carried out. Data were collected via teacher researcher, co-researcher and student journals, and also by means of audio and video recordings, interviews with students, and compilation of classroom products. Data were interpreted using a narrative presentation and also applying five categories, only one of which is analyzed in this paper. Results show that on the one hand student participation increased in all stages of the project work. On the other hand, students encountered some difficulties carrying out empirical research activities and also relating them to theoretical content, although progress in this regard was made. Additionally, communication should have departed more from mere repetition, although some teams were able to try more formative approaches. It was corroborated that school facilities must be improved in order to promote better project work. AR proved fruitful as a way to produce changes and generate practical and reflexive contributions.