Engaging Non-Scientists in STEM Through Problem-Based Learning and Service Learning

Abstract

This study follows the evolution of a single biology course designed for non-science majors. In its original design, the course used only traditional pedagogical techniques, such as lecture and textbook homework assignments. Over several iterations of the course, the class combined problem-based learning (PBL) and service learning to better support student knowledge. For this study, our goal was for students to learn biology concepts as they engaged in a lake cleanup project within the greater Chicago metropolitan area. Data sources consisted of pretest, posttest, and final exam scores to assess learning. The results suggest the combination of PBL and service learning led to gains in student learning.

Service-Learning in an Introductory Environmental Science Course: How Participation Impacts Course Content Knowledge and Agency

“…This is also one of the major concerns expressed by STEM faculty who consider adopting SL and one area of current literature where SL benefits have been mixed (Brubaker & Ostroff, 2000). More recent literature in SL STEM has focused upon specific pedagogical practices that enhance the academic outcomes of SL STEM, for example integrating research, inquiry, or problem-based learning (PBL) with the SL projects (Daniels et al, 2015;Reynolds & Ahern-Dodson, 2010;Tawfik et al, 2014;Bernot et al 2018). However, more research is needed to address the influence of the project type and scope upon their effectiveness.…”

“…Content knowledge has continued to be the area with the most minimal gains and has been identified as one of the primary reasons STEM faculty have been hesitant to adopt SL (Brubaker & Ostroff, 2000). More recent literature in the field has emphasized that outcomes in course content growth in STEM can be greatly enhanced when attention is paid to pedagogical design, for example aligning SL with more comprehensive and inquiry-based instruction such as PBL and research-based SL (Bernot et al, 2018;Daniels et al 2015;Reynolds, 2010;Tawfik et al, 2014) Current literature has yet to assess the idea of agency development in SL, although a few articles have assessed SL's link to self-efficacy, personal development, and citizenship. No literature to date has specifically emphasized student agency during SL and the role that it can plays in the learning process.…”

“…From the survey of literature, only a few studies specifically measured learning outcomes in their courses (Ng & Ling Ling, 2012;Felzien & Salem, 2008;Tawfik et al, 2014). Data from these studies did show that students experienced moderate to significant academic gains after participation in SL when measurement techniques were more focused upon this.…”

“…Current literature on SL STEM suggests that the more comprehensive and integrated the project, the more effect SL seems to have on student achievement. Tawfik et al (2014), integrated problem-based learning (PBL) with SL. In their study of a non-majors Biology course, they found modest to significant gains in student achievement after SL participation.…”

“…Other more recent literature in SL STEM, however, has shown that SL can lead to significant gains in content acquisition and that the more comprehensive and integrated the project, the more effect SL seems to have on student achievement. Tawfik et al (2014), integrated PBL into a non-majors Biology course and found modest to significant gains in student achievement after SL participation. The SL project was well-integrated with course concepts and required 10 hours of service, in addition to the completion of a comprehensive group project.…”