A Mixed-Methods Approach to Understanding PBL Experiences in Inclusive STEM High Schools

Abstract

Background: Inclusive STEM high schools employ a variety of instructional strategies, including PBL (problem and/or project-based learning) experiences, with the goals of building students' 21st century skills, facilitating long-term academic success, and encouraging pursuit of STEM careers. PBL approaches are central to the goals of inclusive STEM schools; however, at this writing, no description of the implementation of PBL at these schools exists. Material and Methods: The current study draws on classroom observations and teacher interviews to describe PBL implementation across schools and classrooms. We describe specific instructional practices and classroom behaviors that teachers and students engage in during PBL. Results: Results highlight the multifaceted and multidimensional nature of PBL implementation, and that consistencies in practice do exist across inclusive STEM schools. Additionally, quantitative results show increased use of particular strategies in PBL experiences, as compared with non-PBL classes. Conclusions: This paper provides an in-depth look at instructional practices used in PBL approaches at inclusive STEM schools across the country, and findings have implications for how researchers and practitioners understand and use PBL going forward.

A pedagogical framework of cross-cultural online collaborative projects in English as Foreign Language (EFL) classrooms

“…They even brainstormed for creative ideas to solve those problems. This echoes with the PBL experiences students gain in Science Technology Engineering and Math (STEM) High Schools because the 21 st century skills include communication, collaboration, critical thinking, problem solving and creativity prepare students for their academic performance and future career pursuits in [44]. Besides, students said that after learning from the project, they need to work together to curb deforestation, adding that humans should find a balance in ecosystems protection and economic development.…”

The Effectiveness of Hybrid Learning in Improving of Teacher-Student Relationship in Terms of Learning Motivation

“…On the contrary, if students do not do what they should and are not interested in studying. It means that students do not change energy, have no motivation [51]. Efforts that must be given are in the form of stimulation in order to grow motivation in students.…”

The Role of Adaptive Scaffolding System in Supporting Middle School Problem-Based Learning Activities

“…The interview questions mainly focused on the comparison of facilitating three different conditions. The questions were informed by several empirical studies that also interviewed instructors after PBL activities (Ekici, 2016; Noble et al, 2020). For example, Noble et al (2020) interviewed 64 teachers after implementing PBL in their STEM classes.…”