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Dacumos • Volume 1 • Number 9 • 2023
1
*Corresponding Author:
Leo Peter N. Dacumos, Philippine Science High School Cordillera Administrative Region Campus, Purok 12, Irisan Barangay, Baguio City 2600, Benguet, Philippines.
Email: 2081504@slu.edu.ph; https://orcid.org/0000-0001-6767-7903
Received: 22 April 2023; Revised: 12 June 2023; Accepted: 24 August 2023; Published: 29 August 2023
https://doi.org/10.54844/stemer.2023.0385
This is an open access article distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, which allows
others to copy and redistribute the material in any medium or format non-commercially, as long as the author is credited and the new creations are licensed under the
identical terms.
REVIEW ARTICLE
STEM education and the project-based learning:
A review article
Leo Peter N. Dacumos1,2,*
1Saint Louis University, Baguio City 2600, Benguet, Philippines
2Philippine Science High School Cordillera Administrative Region Campus, Baguio City 2600, Benguet, Philippines
ABSTRACT
National economic development is shifting from industrial sectors such as mining, and agriculture, amongst others, to
prioritizing Science, Technology, Engineering, and Mathematics (STEM) en route to building new jobs, creating growth, and
driving innovation. Different nations have made significant moves to invest in STEM education primarily driven by the need to
foster human resources, henceforth creating specialized schools focused on STEM fields. These schools need to couple
academic learning with its application to real-world contexts and problems through project-based learning (PBL). However,
while implementation and evaluation have been the subject of many studies, there is still a dearth of studies that involve
evaluating the implementation of PBL as a pedagogical approach in teaching research curricula in STEM schools.
Key words: STEM education, project-based learning, STEM high school
INTRODUCTION
The context of a nation, including some indicators such
as wealth, education, power, religion, and language,
among others, aligns with its focus in research.[1] Some
nations' research focus is driven by altruistic (such as
societal good, health, and quality of life) motive while
some nations are driven by economic motivations (such
as science and technology).
The success of a country's economy largely depends on
its ability to innovate.[2] Improved productivity, partly
due to innovation, has been credited with a substantial
amount of many developed countries' economic
development. Hence, to ensure that innovation and
productivity continue to grow, a surfeit number of
human resources equipped with Science, Technology,
Engineering, and Mathematics (STEM) skills will be
needed to drive these economic processes. Now, many
nations' national economic development is shifting from
industrial sectors such as mining, and agriculture,
amongst others, to prioritizing STEM en route to
building new jobs, creating growth, and driving
innovation.[3] With this shift, new industries and sources
of profit for the economy arise, including the emergence
of new digital technologies necessitating the acquisition
of new STEM abilities. STEM, therefore, is becoming a
"major emphasis in global initiatives seeking to enhance
economic prosperity via a highly educated workforce".[4,5]
Many countries, therefore, made significant moves to
invest in STEM education primarily driven by the
motivation of the need to foster human resources. These
are human resources who are ready to undertake science
and technology-related careers.[5,6] Many initiatives and
efforts have been instigated to significantly boost the
number of students interested in various STEM fields.
Doing so will ensure that fully equipped and competent
human resources will fill up the STEM professions and
jobs in the future. Efforts have been attempted and
Dacumos • Volume 1 • Number 9 • 2023 https://www.stemerjournal.com
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successfully implemented to integrate STEM education
into the system and create specialized schools focused
on STEM fields.
This review aims to advance research by providing a
synthesis of STEM education literature to highlight and
point to research gaps that deserve further research,
particularly on specialized STEM High School and its
implementation of project-based learning (PBL) and
research education.
SPECIALIZED STEM HIGH SCHOOL AND
PROJECT-BASED LEARNING
Specialized schools are meant to satisfy the requirements
of learners who have interests and talents in a specific
academic topic, even though they are not usually
explicitly designated for gifted and talented students.[7]
Specialized schools for learners with excellent math and
scientific potential are relatively new phenomena.[8] To
prepare learners for the industrial workforce, the United
States Department of State, for example, established
technical high schools like Stuyvesant High School and
Brooklyn Technical High School. Other specialized
schools like Juilliard were put up for the gifted and
talented in the fine arts.
Choice and control over one's academic experiences are
essential qualities of a school that fulfills the demands of
a group with abilities and interests.[9] Most specialized
STEM institutions are schools of choice. They actively
involve students' natural interests in the pursuit of
coursework, which is a critical component of
engagement and motivation.
While STEM-focused specialty schools are of current
study interest, their presence has been documented for
more than a century. These institutions have been
referred to as "specialized Science, Mathematics, and
Technology (SMT) schools" or simply "specialized
schools" in the past.[7,10,11] In response to the political,
educational, and economic drifts, secondary schools
specialized in science and technology were erected.[7]
Following World War II, countries like the US began to
establish specialized scientific high schools to support
the development of future scientists and engineers. In
the early twentieth century, such institutions did not
improve skills or create chances for the exceptional and
talented but to train a workforce with specialized
technical abilities. The requirement for a competent
workforce is reflected in the roots of the specialized
STEM high school.
STEM high schools provide a rigorous education for
developing science aptitude.[12] These institutions
provide students inclined in mathematics and sciences
with increased learning opportunities through an
advanced curriculum that stresses a deeper grasp of the
sciences and mathematics. Further, the definition of
STEM education is explained as follows.
STEM education is an interdisciplinary approach to
learning where rigorous academic concepts are coupled
with real-world lessons as students apply STEM in
contexts that make connections between school,
community, work, and the global enterprise enabling the
development of STEM literacy and with it the ability to
compete in the new economy.[13]
This emphasizes the need for couple academic learning
with its application to real-world contexts and problems.
Furthermore, specialized schools combine advanced
curriculum with significant immersion in authentic work
in these fields. Therefore, this "authentic work" puts a
significant emphasis on implementing PBL approach in
STEM schools.[10] PBL has been a central pedagogical
approach as it aligns with the goals of STEM education.
One of the advantages of a STEM focus over traditional
teaching methods is the suitability of PBL as a
pedagogical approach.[11] The PBL is at the top among
the eight elements equating with STEM schools' key
educational goals.[13] By definition, PBL aims to be
student-centered, allowing students to study a subject or
a topic while collaborating with others to solve an issue
or problem they identify from their community or
society.[14] Furthermore, the core idea of PBL is that real-
world problem capture students' interest and provoke
serious thinking as the students acquire and apply new
knowledge in a problem-solving context. Advocates
assert that PBL helps prepare students for the thinking
and collaboration skills required in the workplace.[15]
Showing improvement in students' understanding of
science, development of problem-solving and collab-
orative skills, and arithmetic skills, PBL has been advant-
ageous over the use of traditional methods.[16] The
problem students identify from their society or
community is the driver of their learning in PBL.
PBL is an instructional approach that emphasizes active
learning through real-world projects.[17] Instead of
traditional lectures and exams, students engage in collab-
orative projects that require them to apply their
knowledge and skills to solve complex problems or
create something tangible. PBL as an integral approach
in STEM high school creates an effective STEM
education as it enables authentic learning, an interdiscip-
linary approach, skills development, and student
engagement.
Authentic learning
PBL in STEM education creates an authentic, real-world
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learning experience. with PBL, students are engaged in
hands-on projects allowing learners to directly apply
STEM concepts in practical settings, mirroring the
challenges and problem-solving skills required in STEM
careers.
Interdisciplinary approach
With STEM along, STEM high schools integrate
multiple disciplines including STEM in their curriculum.
what combines these subjects effectively is utilizing PBL
as a pedagogical framework. Hence, students can work
on projects that require them to draw knowledge from
various STEM fields and concepts, promoting a holistic
understanding of how the intersect.
Skills development
The aim of STEM high schools is to develop several
skills and capabilities in students which includes critical
thinking, problem-solving, collaboration, and
communication. PBL, as an approach, inherently
cultivates these skills as learners identify and delve into
complex problems, work with their peers, mentors, and
other professionals, and communicate their findings to
the community. Engaging learners in hands-on work
helps students develop these practical skills, and allowing
them to utilize these skills in their future STEM careers.
Student engagement
PBL in STEM education provides learners autonomy
and ownership of their learning through their projects as
they become active participants in this education
process. This approach, therefore, can intensify students'
interest in applying STEM concepts in their own-
identified problems, in turn, encouraging lifelong
learning.
Different countries have long seen the value of
integrating PBL. In the US, PBL programs have been
widely used in various high schools identifying the major
benefits it results in community partnership, authentic
projects, and school culture, among others.[18] PBL has
become so successful in America that one school in
Washington is spending 128 million dollars on
rebuilding its campus and redesigning its curriculum
around the teaching technique.[19] Chinese universities
integrating the PBL approaches saw high agreement for
its use due to its self-directed learning, teamwork, and
peer-review assessment features.[20] The PBL paradigm
utilized at Aalborg University in Denmark allowed
engineering students to handle sustainability-related
projects, interplay and mix, and diversity.[21] In the UK,
PBL is called "Independent Learning", it is "hugely
significant as a concept and is massively understood".[22]
In the Philippines, the use of PBL as an educational
approach is not new. A study was dedicated to
understanding the experiences of the eight medical
schools that have adopted PBL.[23] The study found that
positive attitude of administrators, faculty, and students
in the use of the PBL which they saw a move for
innovation and change. The study also found that
graduates of PBL schools performed better overall as
compared to those who graduated from non-PBL
schools.[23] Learners from Indonesia and Philippines
improve their learning process with the integration of
PBL in problem solving activities.[24] Filipino high school
students have shown enhanced critical and creative
thinking skills with the implementation of PBL in
Biology,[25] increased problem-solving skills in Chemistry
concepts,[26] and became a viable and flexible alternative
to traditional intensive English coursework.[27]
The Philippines' leading STEM high school system, the
Philippine Science High School (PSHS) System, was
established in order to provide quality STEM education
to young Filipinos who are gifted in science and
mathematics.[28] The PSHS aims that these young
Filipino learners will grow to become future scientists,
engineers, and researchers, and in turn, contribute to the
country's advancement in science and technology.
Furthermore, with its 6-year curriculum, PSHS System is
known for its strong emphasis on scientific research,
therefore cultivating a culture of research among its
scholars.
In the PSHS System, PBL complements the research
culture by providing various opportunities to apply the
students' knowledge and skills in science in practical
settings. The system also organizes research fairs,
competitions, and symposiums to showcase students'
research work and foster a culture of scientific inquiry.
This is proven by the PSHS campuses' achievements in
various national and international research competitions
have undoubtedly brought honor and pride to the
country.[29] With these excellences, one can undoubtedly
say, therefore, that the PSHS System has been successful
in the implementation of its curriculum particularly the
one that focuses on the research education of the
students which is anchored on the tenets of the PBL.
Overall, PSHS aims to instill a strong research culture
and promote PBL to develop well-rounded students
who are equipped with the necessary scientific skills and
mindset to make significant contributions in their
respective fields.
With the portrait of STEM education and PBL,[30,15]
students must engage with relatable but rigorous
problems. This will allow students to think critically and
apply their knowledge to real-world problems, allowing
them to solve them. Critical thinking skills were
significantly improved by using a project-based approach
to advance learners from beginning to advanced and
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practicing thinkers, allowing them to "critique their own
plan for systematic practice, and to construct a realistic
critique of their powers of thought to solve the
contextual problems".[31]
Engaging students in PBL proved the improvement of
their science process skills. This allows learners to be
immersed in actual-world problems that they identify at
the onset of their course and thereby allowing them to
utilize fundamental and integrated science process skills.
Improvement in these skills has been noted as learners
are engaged in scientific inquiry brought about by
implementing a PBL model.[32]
Students learn basic and integrated science process skills,
usually in science courses. With basic science process
skills, students apply the principle of the scientific
method by observing, measuring, classifying, inferring,
predicting, and communicating. Higher forms of these
skills, the integrated science process skills, enable the
learners to develop their skills in identifying and defining
variables, formulating hypotheses, designing research,
experimenting, and collecting and analyzing data. These
science process skills "form an important part of
scientific inquiry and promote scientific literacy among
students".[33]
NEED FOR CURRICULUM REVIEW
The integration of PBL as an approach to STEM
education curriculum can enhance authentic learning,
student engagement, and promotion and development
of capabilities and skills.[34] Its implementation, therefore,
requires a curriculum review to assess the extent of its
implementation and level of effectiveness within unique
contexts of various STEM high schools. The persistent
question facing STEM schools implementing PBL
through their research curricula is "How can we appraise
the effectiveness of this approach in STEM curricula:
what aspects of the program do we need to evaluate to
establish the extent of its success in upbringing the
future STEM professionals of the country".
Curriculum evaluation, therefore, is an important aspect
for educational implementers to provide the basis for
policy decisions and, in turn, give feedback for
continuous adjustments of the curriculum in areas that
need improvement. The basic areas of concern in
implementing curriculum evaluation are: (1) how
effective and efficient government education policies are
being translated into educational practice, (2) what is the
status of the curriculum learning contents and
experiences are in the local, national, and international
contexts, and (3) what is the extent of achievement of
objectives set for the curriculum.[35]
There are three types of decisions for which curriculum
evaluation is often utilized.[36] They are course
improvement, decisions about individuals, and adminis-
trative regulations. Course improvement decides what
teaching-learning materials and methodologies are worth
sustaining and which need to be changed. Secondly, the
decisions about individuals identify the learners' needs in
planning classroom instruction and grouping, thereby
allowing these learners to identify their deficiencies.
Lastly, the administrative regulations appraise the school
system and individual teachers' performance. Ultimately,
the goal of curriculum evaluation is to facilitate the
selection of educational activities and materials, their
adoption, and embedding into the curriculum.
RESEARCH GAP AND RESEARCH
QUESTIONS
There is a need for more studies that evaluate the
implementation of PBL as a pedagogical approach in
teaching research curricula in STEM schools. Studies
centered primarily on the importance of PBL in specific
STEM subjects other than in the research course. The
absence of relevant studies focused on facets of PBL as
applied in research education has been noted. Hence,
without a curricular evaluation, decisions to select, adapt,
embed, and support pedagogical approaches and
continuous improvement of the implementation of PBL
in STEM schools through research courses may be
impeded. Hence, this can bring future research to
answer the questions, "How is project-based learning
implemented in research education?" and "How
effective is the project-based learning approach in
learning the concept of doing research?"
While the content of the curriculum is important to be
assessed, other curricular aspects should likewise be
evaluated. The assessment of the curriculum's leading
actors, that is, the teachers, will give an important insight
as to how the curriculum will be effectively
implemented. A substantial number of works have been
dedicated concerning the impact of teachers on the
academic achievement of learners. Much of these works,
however, have zoomed in on the teachers' knowledge of
the subject matter[37,38] and the teacher's choice of
pedagogical approaches.[39] However, another pressing
discussion that needs to be the source of an academic
dialogue is the decisions curriculum implementers make
about how conceptual and procedural knowledge are to
be implemented in the classroom. Also, while there is a
cache of research that deals with the implementation of
conceptual and procedural knowledge in teaching, most
if not all of the available literature only deals with its
implementation in mathematics education.[40–43] There is
a lack of available and substantial studies on how the
two types of knowledge are applied in facilitating PBL in
Dacumos • Volume 1 • Number 9 • 2023 https://www.stemerjournal.com
5
the teaching of the research curriculum. Mainly, there is
a need to understand if, from the perspective of the
educators, conceptual knowledge outweighs the need to
develop the procedural knowledge of the gifted learners
in the teaching of a research curriculum. Future research
can answer the question, "What is the level of
conceptual and procedural teaching of teachers handling
the research courses?"
PSHS System, as discussed in the earlier section, has
been at the forefront of bringing pride to the country for
its achievement in research. However, equity in the
number of research competitions being involved with
and competitions won is not apparent among campuses
of the PSHS System. Many of these local and interna-
tional competitions are dominated by specific campuses.
Furthermore, previous research showed a dismal
successful implementation of PBL on the side of the
Department of Education specialized science high
schools as perceived by the teachers across various
regions of the country who are involved in
implementing the research curricula.[6] Hence, an
evaluation of such an approach on the side of the
Department of Science and Technology's PSHS System
research program should be conducted, which leaves
one to ask, "What is the current status of research
education in the different campuses of the Philippine
Science High School System?"
Developing and improving a balanced curriculum, both
its contents (including the learning experiences and
evaluation methods) and the key players of its
implementation, is extremely important, enabling
learners and teachers in many aspects.
DECLARATION
Author contributions
Dacumos L: Conceptualization, Writing—Original draft,
Writing—Review and Editing, Investigation.
Source of funding
This research received no external funding.
Conflict of interest
The author has no conflicts of interest to disclose.
Data availability statement
Not applicable.
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