PBL as a pedagogical approach for integrated STEM: Evidence from prospective teachers

Abstract

Problem‐based learning (PBL) and science, technology, engineering, and mathematics (STEM) are two acronyms widely visible in education literature today. However, few studies have explored these in connection with one another, specifically with regard to teacher preparation. This study investigated how 47 prospective elementary teachers developed PBL units and how they integrated STEM and other disciplines into those units. It also addressed the affordances and constraints of integrated STEM as perceived by the prospective elementary teachers. Data sources in this multimethod study included PBL units and interviews. Findings revealed that all of the units integrated at least two of the STEM disciplines, as well as literacy, in a variety of ways. The prospective teachers articulated perceived benefits of integrated STEM, such as: making connections across content areas, preparing students for the real world, teaching students that failure is not a bad thing, and providing future opportunities. They also addressed perceived barriers of integrated STEM, such as: having limited experience with the content, diminishing the effect of individual content areas, and needing better curriculum alignment. Overall, this study provides evidence that PBL can be a pedagogical approach to integrate STEM. Implications for teachers, teacher educators, and curriculum specialists are discussed.

Problem-Based Learning Integration in Stem Education to Improve Environmental Literation

“…The findings of this study are expected to be used practically for teachers to develop aspects of self-efficacy and scientific literacy skills of students. Navy & Kaya (2020) in their research investigated how 47 elementary teacher candidates developed PBL units and how to integrate STEM and other disciplines into these units. It also addresses the issue of affordability and constraints of integrated STEM as perceived by prospective primary school teachers.…”

“…STEM education can support critical thinking skills that will make students solve problems creatively so that it is useful for the world of work (White, 2014). Several studies have shown that STEM learning can be achieved through Problem-Based Learning (PBL) (Afriana et al, 2016;Farwati et al, 2017a;Lee et al, 2019;Navy & Kaya, 2020). STEM learning fits perfectly with the characteristics of PBL learning.…”

“…Based on existing research, it shows the development of integrated PBL approach research in STEM education which is strongly suspected of being able to develop students' environmental literacy, so it is necessary to conduct a literature study to be able to dig deeper about PBL-STEM integration in actualizing environmental literacy to get a better understanding. The results of previous research indicate that STEM integrated with PBL still faces obstacles, such as: having limited experience with content, reducing the effect of individual content areas, and requiring better curriculum alignment (Navy & Kaya, 2020). Other research directs the integration of PBL-STEM to only part of subject areas, such as mathematics (Lee et al, 2019).…”

Conceptualizing careers: Is there an element of STEM in every profession?

“…Indeed, pressures of time and accountability are also the reality in many US classrooms. Furthermore, teachers are not career experts in every field, and are still building their own knowledge of STEM (e.g., Navy & Kaya, 2020; Srikoom et al., 2017). Teachers cannot know all things and do all things related to STEM, especially without the necessary support, including time and flexibility to teach beyond the standards to include instruction on STEM careers.…”

“…The teachers indicated many drawbacks to doing this, including: perceptions that they were the only ones responsible for this guidance for students, competing demands and classroom priorities in an already overcrowded curriculum, detachment from the STEM work world, and limited resources specific to STEM careers. In addition, knowledge of STEM subjects overall is still developing among teachers (Navy & Kaya, 2020; Srikoom et al., 2017).…”