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STEM Project-Based Learning
Abstract
Project-based learning (PBL) is an instructional approach that utilizes student-directed inquiry processes to develop a product that has real-life connections and applications (Johnson, & Lamb, 2007). Specifically, PBL consists of inquiry-based tasks that help students develop important technological, social, and core curriculum content (Nastu, 2009). PBL has also been defined as a “special case of inquiry” (Slough & Milam, 2008, p. 19). Thus STEM PBL and inquiry-based learning go hand-in-hand in terms of student-centered instruction.
... In the STEM approach, students should learn independently; therefore, constructivist and transformative approaches are highly valued by researchers and policymakers [13,15]. Alongside, Group work, problem-based learning & project-based learning for designing and creating products [16], the arrangements of science fairs, Math-Olympiad, competitions, thinking laboratories, science exhibitions, hands-on STEM sessions/workshops, reality shows, and innovation events were extremely appreciated for STEM practice [17]. Also, few countries with large populations tried to set a connection between TVET (Technical and vocational education) and STEM education [14,18]. ...
... Farhana et al. [8] categorized the expected and necessary skills for the students into two sections: essential/core skills and supportive attributes. Core competencies or most essential skills are related to 21st-century skills which include Critihave recommended that voluntary organizations should provide significant support to girls aiming to pursue STEM careers [16]. Moreover, the 21st-century skills are regarded as skills that can be transmitted or utilized in new circumstances. ...
... Researchers also demanded learning support to promote flexibility in STEM practice [29]. There is also a need of providing comprehensive materials, tools, exemplary STEM resources, a teaching and learning module for STEM subjects and/or guidance to support identified pedagogical strategies [16]. In addition, there is a necessity for technology inclusion as the usage of these technological resources fosters critical thinking and problem-solving abilities [30]. ...
STEM (Science, Mathematics, Engineering and Technology) education has widely been considered to have the potential to prepare students with 21st-century skills. Though the Government of Bangladesh (GoB) is concerned with developing human resources for the 21st-century, STEM education has not yet achieved a strong position in the national curriculum system. This study aims to provide a guideline to the GoB to take necessary steps to integrate STEM initiatives aligned with the current science and mathematics curriculum. Adopting a literature survey on the integrated STEM approach, document analysis (primary math and science curriculum, textbook, and teachers' guide of grade 3, 4, and 5) and semi-structured interviews of the primary mathematics teachers, head teachers, STEM experts and curriculum developers of Bangladesh, a framework of integrated STEM approach for primary level has been developed. Besides, the study identified some chapters from science and mathematics textbooks where there are some scopes to integrate the STEM approach and also developed some STEM activities for grade 3, 4, and 5 as future guidelines to the practitioners. This study contributes to the field of STEM-focused primary education in the context of Bangladesh by offering practical guidelines for academic institutions, curriculum developers, teachers' trainers, and policy makers of the country.
... This performance PBS approach to convey the Science curriculum seems to be the most commonly found when looking at the literature about PBL within STEM education [32,33]. Even when other existing initiatives emphasize the role of inquiry in STEM PBL instructional designs [34], a more general conception is frequently adopted around inquiry, which may become distanced from the more scientific purpose of it [27]. In this scenario, further insight is necessary to understand how STEAM education may be dealing with these tensions that have been also reported in other science learning contexts [35,36]. ...
... Therefore, it can be stated that issues that aim to find common ground in a generalization of a STEAM project, even for a relatively small sample as provided in this paper, are not focused around conceiving different ways of approaching PBL but different ways of approaching of teaching and learning Science and Technology. This resonates with the different approaches that normally influence STEAM PBL instructional designs, such as design-based science [31], inquiry in all their different conceptions [28,34,47] or simply focusing on teaching of 21st century skills in scientifically relevant contexts [48]. ...
Currently, there is a wide diversity of project-based learning instructional designs presented as “STEAM projects”. However, it is essential to evaluate if all these STEAM projects align their learning objectives and activities with the intended STEAM competences. This paper aims to characterize the impact of the STEAM educational approach through the analysis of contemporary STEAM projects implemented in five Spanish secondary schools from a curricular perspective based on STEM practices. A dataset comprising 46 secondary school STEAM projects implemented in Spain was evaluated using STEM project-based learningrubric, considering 21 evaluation criteria. The findings reveal an imbalance in the sophistication of STEAM projects concerning Science and Technology disciplinary-linked criteria and meta-disciplinary-linked criteria within this framework. These results enable the mapping and highlighting of the fact that not all STEAM projects equally serve their intended educational purposes or integrate all their features with the same level of sophistication. Curriculum organizations from different secondary school levels are also pointing out notable differences regarding how they address STEM competence. Acknowledging these differences and challenges in further initiatives of STEAM PBL instructional designs could support their design. By identifying areas of improvement, educators can optimize the impact of these projects on fostering STEAM competences among students.
... This approach promotes ownership of the learning process, as well as, the learners' participation. For instance, students could study a particular area and certain amount of pollution and come up with predictions, create hypotheses and carry out tests and analyse the results (Sahin, 2013). It is based on the principles of acquiring knowledge through activities done outside the class and reflection on such activities. ...
This chapter presents a brief understanding of STEAM education and—by focusing on the importance of STEAM education—captures the underlying aspects of this fairly new addition to the teaching of science. This chapter focuses on various issues, including implementation of STEAM into courses, rap and innovative teaching approaches and strategies, equity and diversity issues, relevance and roles of digital learning, effects of AI, learning skills throughout life, involving communities and future learning and directions for STEAM education. Each section contains information and examples of effective practices, as well as suggestions for educators, policy makers, and scholars. By synthesizing current practices and emerging trends, this chapter aims to contribute to the ongoing discourse on enhancing STEAM education for a technology-driven world.
... The teacher acts as a coach or instructor who monitors the progress of the project and ensures that everyone cooperates to achieve the common goal. Learners can independently discuss, experiment with, and apply their methods to solve the problem (Sahin, 2013). The STEM-project-based learning design process begins with clearly determining the expected outcome by establishing the objective and planning the project evaluation result summary. ...
In Thailand, science, technology, engineering and mathematics (STEM) education is being promoted to support science student teachers by conducting projects to extend their learning skills and to turn them into innovators. This study aimed to develop a professional development programme (PDP) based on biomimicry to improve STEM project creation for science student teachers and to evaluate the implementation result of this programme. The 60-hour programme, designed for 29 science student teachers from a teacher training institute in southern Thailand, was collaboratively developed to align with stakeholders’ needs. It comprised four main lessons incorporating biomimicry principles and an eight-step problem-solving approach. The design process included stakeholder input, expert validation, and iterative improvement. The PDP integrated a coaching approach to facilitate problem synthesis and enhance learning outcomes. It underwent multiple stages of design, drafting, and expert validation before finalization. The programme’s effectiveness was evaluated through the creativity of resulting STEM projects using class observations, a creativity evaluation form, and interviews. Data analysis employed content analysis and interpretatiove methods. The implementation resulted in six innovative biomimicry-inspired STEM projects, demonstrating the programme's success in fostering creativity and innovation among future educators. This study contributes to the advancement of STEM education in Thailand by providing a structured approach to developing science student teachers' project creation skills.
... This approach serves as a viable alternative to the conventional instructor-centered teaching paradigm, offering a dynamic learning experience [7]. In addition, project-based learning entails engaging students in communication, collaboration, reasoning, and problem-solving endeavors, enabling them to autonomously construct their learning and create meaningful artifacts [8]. ...
Project-based learning has gained significant attention in the field of education, particularly in K-12 Mathematics education, due to its potential for fostering students' abilities relevant to the demands of the 21st century. However, there is a notable absence of a systematic evaluation regarding the implementation and effectiveness of project-based learning specifically in the context of Mathematics education. This knowledge gap presents a challenge and limitation for researchers seeking to stay abreast of the latest advancements in the field. Thus, the objective of this article is to provide a comprehensive assessment of the current state of project-based learning in K-12 Mathematics, encompassing its practices, influencing factors, barriers, and future developments. To achieve this, the study employs the PRISMA method, analyzing a collection of 25 publications retrieved from reputable databases such as Scopus and Google Scholar, covering the period from 2019 to 2023. Through meticulous analysis and synthesis of these publications, the study highlights key findings, publication trends over time, countries where project-based learning has been implemented, extracted keywords, research methodology statistics, and provides insights into influencing factors, limitations, difficulties, and future research opportunities in this domain.
... Within this perspective of STEM education, researchers have employed inquiry-based discovery learning or projectbased learning approaches and integrated technology, where students are provided opportunities to explore problems, plan for solutions, design and build prototypes, conduct experiments, and discuss the implications of the authentic problems (Bodzin & Beerer, 2003;Krajcik & Czermiak, 2018;Sahin, 2013). This learning process requires an integrated set of knowledge and skills (e.g., students practice comparing different units and amounts while measuring liquid in beakers, learn scientific terms in context, and search and select information from the internet) and enables students to develop a mindset as a "scientist" by engaging in the project (Jimenez et al., 2021). ...
Recent studies have posited that K-12 science, technology, engineering, and mathematics (STEM) education should go beyond traditional subject silos and take an interdisciplinary approach that integrates these core subjects into a cohesive curriculum to foster authentic problem-solving skills. The purpose of this study was to field test one of five proposed packages of interdisciplinary STEM lessons to examine its feasibility for further revisions of lesson development. The study employed a piecewise linear growth model to examine growth patterns of students’ science vocabulary acquisition and contextualized problem-solving skills during a 40-week observation period. Results showed that all students with learning disabilities ( N = 9) made significant knowledge gains in these two areas and maintained them for a long term—two and four weeks post intervention. Our findings are encouraging and provide initial evidence for effective lesson design to support STEM education for students with learning disabilities.
... It underscores the integration of Open Educational Resources (OER) and High Impact Practices (HIPs) to effectively bridge the gap between abstract computational concepts and tangible engineering applications. This innovative approach embraces a project-based learning paradigm [7][8][9], harnessing the potential of Arduino-a widely accessible, affordable, and open-source electronics prototyping platform. This strategy is designed to transform computational thinking into an interactive, hands-on learning experience, thereby aligning more closely with the practical aspects of engineering and enhancing student engagement. ...
... The project method, closely aligned with the discovery learning method (Purwaningsihet et al., 2020), emphasizes group dynamics and the exploration of authentic challenges within students' surroundings (Sahin, 2013). This approach not only fosters collaboration but also nurtures intrinsic motivation, encouraging students to identify and solve problems within their immediate environment (Brawner, 2015;Hakim et al., 2019). ...
STEM education integrates an interdisciplinary pedagogical model that includes rigorous scientific principles across the fields of science, technology, engineering, and mathematics into realistic problem-solving exercises oriented toward real-world challenges, incorporating educational robotics. For the successful integration of quality STEM education, it is crucial to comprehend the perceptions of educators. This study aims to investigate the perception of primary and preschool educators regarding the incorporation of educational robotics into STEM education and the factors that influence their convictions. The research involved 307 (n=307) pre-service teachers. Data collection was carried out using a closed-ended questionnaire with a reliability coefficient of Cronbach's alpha=.885. It was observed that the respondents largely hold a highly positive attitude regarding the incorporation of educational robotics into STEM, recognizing its fundamental principles while simultaneously acknowledging the need for professional development in this domain. STEM-related courses attended by educators influence their perspectives to a certain degree, while no correlation was found with gender or specialization.
... To ensure students develop specific skills and attain the desired learning outcomes, educators must craft an educational blueprint for integrating and utilising educational robotics. Employing the Project-based learning methodology, which accentuates long-term, interdisciplinary, and studentcentric learning activities, stands in contrast to conventional teacher-guided classroom approaches (Bertacchini et al. 2022;Karahoca, Karahoca, and Uzunboylub 2011;Sahin 2013). Students are encouraged to organise their work and manage their time based on a structured plan. ...
Educational Robotics combines elements of many sciences, covering all fields of STEM education. Its successful implementation depends largely on the teachers who will be asked to implement it in a school classroom. This study aimed to investigate the factors that influence the declaration of readiness of primary and preschool education teachers regarding the challenge of the use of educational robotics. The research involved 307 (n = 307) teachers, 191 (62.2%) of them were preschool teachers and 115 (37.8%) primary school teachers. The data was collected using a closed questionnaire called AKAER, with a Cronbach's alpha reliability coefficient of α = .924. While the benefits of using educational robotics are significant, its integration into the educational process requires more than a simple hardware setup. It primarily necessitates adequately trained educators. The general conclusion of the research is that teachers declare difficulty in programming issues, while their training can significantly improve the declaration of their degree of readiness.
This study introduces the design process of a Project-Based Learning (PBL) entrepreneurship foundational course for Chinese universities. To address deficiencies in the current entrepreneurship foundational courses in Chinese universities and to enhance the overall entrepreneurial competence of college students, project-based learning has integrated into the entrepreneurship foundation course. Based on the project-based learning framework proposed by Han and Bhattacharya (2001), a project-based learning entrepreneurship foundational course has been developed for Chinese universities by utilising expert panels. Once the course design was completed, a semester-long project-based learning entrepreneurship foundational course was implemented. We measured the effectiveness of the course through student feedback. The course objectives were to develop student opportunity competence, business management competence, and interpersonal competence in entrepreneurship. This paper presents the course outline, teaching unit design, and teaching activity design. In addition, this study explored the relevant factors that should be considered in the development of any project-based learning entrepreneurship foundational course. This study developed the entrepreneurial competence of college students through the design of a project-based learning entrepreneurship foundational course and implemented a one-semester course in a university in China. The results of this study can serve as a guide for universities who wish to implement project-based learning entrepreneurship foundational courses, which can help improve the entrepreneurial competence of college students.
Schools’ responsibilities for educating students extend beyond the schools’ borders. Project-based learning (PBL) provides authentic teaching and learning environments for students, teachers, and administrators. Applications of PBL use in schools extend from kindergarten to college. With different aims at each level, PBL supports individual control over learning. Thus, PBL promotes lifelong learning. This updated perspective of PBL extends the scope of who should implement PBL as well as when, and where.
Conventions of transcription Introduction Part I. Establishing the Theoretical Framework: 1. The complementary contributions of Halliday and Vygotsky to a 'language-based theory of learning' 2. In search of knowledge 3. Discourse and knowing in the classroom Part II. Discourse, Learning, and Teaching: 4. Text, talk, and inquiry: schooling as semiotic apprenticeship 5. Putting a tool to different uses: a reevalution of the IRF sequence 6. From guessing to predicting: progressive discourse in the learning and teaching of science 7. Using the tool-kit of discourse in the activity of learning and teaching 8. Making meaning with text: a genetic approach to the mediating role of writing Part III. Learning and Teaching in the ZPD: 9. On learning with and from our students 10. The zone of proximal development and its implications for learning and teaching Appendices References Indexes.
Do you remember learning how to ride a bike? Or do you remember teaching someone to learn how to ride a bike? Learning to ride a bike or teaching someone to ride a bike is an iterative process where the learner wants to “experiment” too quickly and the teacher tries to impart his/her wisdom so the learner does not make the same mistakes that his/her did. In the end, the learner probably had to repeat many of the same mistakes; and most importantly, no one would have pronounced one of the early experiences as a failure because the learner was not ready to ride in the Tour de France. Learning to teach Project-Based Learning (PBL) effectively requires that an individual practice some of the patience and techniques required to teach someone to ride a bike, patience to allow the learner to take control and become more experienced in the techniques that build upon the expanding experience and knowledge base as a catalyst for accelerated learning. Just as learning to ride a bike – or learning to let the learner learn on his/her own – is not an all or nothing process, learning to learn in a PBL environment and learning to teach in a PBL environment are not all or nothing propositions.
Project-Based Learning (PBL) is an innovative approach to learning that teaches a multitude of strategies critical for success in the twenty-first century. Students drive their own learning through inquiry, as well as work collaboratively to research and create projects that reflect their knowledge. From gleaning new, viable technology skills, to becoming proficient communicators and advanced problem solvers, students benefit from this approach to instruction.
The active participation in the learning process by the child might result in the following hypothesized benefits: an increase in intellectual potency so as to make the acquired information more readily viable in problem solving, the enaction of the learning activities in terms of the intrinsic reward of discovery itself (as contrasted with the drive-reduction model of learning), learning the heuristics of discovery, and making material more readily accessible in memory. From Psyc Abstracts 36:01:1FD21B. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (http://psycnet.apa.org/psycinfo/1962-00777-001)
Learning science through inquiry
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