Post secondary project-based learning in science, technology, engineering and mathematics

Abstract

Project-based learning (PjBL - to distinguish from problem-based learning - PBL) has become a recurrent practice in K-12 classroom environments. As PjBL has become prominent in K-12 classrooms, it has also surfaced in post-secondary institutions. The purpose of this paper is to examine the research that has studied a variety of science, technology, engineering and mathematic subjects using PjBL in post-secondary classrooms. Eleven articles (including qualitative, quantitative and mixed methods) were included. The format includes: an introduction and background (which defines PjBL and STEM), research methods, quality appraisal used, results, and a discussion, future research and a conclusion. Two tables and two figures are included. In this paper, theoretical backgrounds and key terms were identified, followed by a literature review discussing four themes: content knowledge, interdisciplinary skills, collaboration and skill development for future education and careers. Results suggested that there is a positive connection between content knowledge learning and PjBL in collaborative settings. Additionally, some negative perceptions arose regarding teamwork situations. Interdisciplinary skills were achieved, but quite limited in post-secondary classrooms. PjBL and STEM were perceived to be important for future education and careers. Future research needs to be completed and institutional curriculum changes informed by the results of this research need to occur to further explore interdisciplinary courses and the use of PjB

A Systematic Review of Technological Impact on Math Literacy in the Postsecondary Classrooms

“…Resultantly, 12 studies were identified that met the inclusion criteria for this study (Table 2). A dearth of the reviewed literature focused on systematic reviews that were specific towards the course or field, such as STEM based degrees (Abramovich et al, 2016;Ralph, 2016). Secondly, researchers Buteau and Muller (2017) demonstrated that technology is key for mathematics courses, specially programming based courses.…”

Elusive expectations for a novel program design: Contrast between program intentions and student recruitment and retention

“…These approaches engender increased motivation, increased ability to approach ill‐structured real‐world problems, collaboration, and communication skills (Riegle‐Crumb et al, ; Strobel & van Barneveld, ). They also allow for an interdisciplinary approach through cohesive integration of diverse disciplinary areas (Ralph, ).…”

Social Learning with Mobile Devices in Preschool Classrooms

“…Policy for preschool-aged children focuses on limitations of technology, while there is an increasing emphasis on STEM education and more devices in primary and secondary schools (Thibaut et al, 2018). These policies are slowly having an impact on STEM teacher education in postsecondary institutions (Ralph, 2016). If changes from kindergarten to grade 12 are occurring, changes in ECE should follow.…”