This dissertation presents a qualitative study that utilized Design-Based Research (Reinking & Watkins, 1996) to understand how an interdisciplinary unit using project-based learning unit on diverse family structures and experiences can shift children’s preconceptions about families. In this study, I addressed two research questions: 1. In what ways do children’s preconceptions of families change after participating in a project-based learning unit on families? and 2. What aspects of the instruction helped build children’s awareness of diverse families? To answer these questions, I drew on many data sources, including teacher and caregiver semi-structured interviews, child semi-structured pre-interviews, child semi-structured post-interviews, observational data from the classroom, and child work artifacts (Miles et al., 2014). As part of this study, I developed a 12-day project-based learning unit aligned with state and national standards to provide interdisciplinary learning opportunities for first-grade students. Children were provided opportunities to learn through whole group (e.g., interactive read alouds and discussions), small group (e.g., writing center), and independent activities (e.g., listening center). Children in the project created two project products: 1. An informational class book on how to be inclusive to families at school; and 2. Individual personal narratives about their family histories. After participating in the project-based learning unit on families, children’s preconceptions about families shifted and they demonstrated a more expanded understanding of family structures. The study contributes to the current research based on project-based learning and interdisciplinary learning in social studies and literacy education. This study also adds to the understanding of how children can be taught about families in early elementary social studies. The dissertation includes a discussion of how the unit can be revised and improved for other teachers who may want to teach family in more inclusive and inquiry-based ways and directions for future research on this topic. It is vital that children are offered learning opportunities that are inclusive of the different family structures and experiences so they can feel represented in schools and build a more complex, accurate, and inclusive understanding of family.
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