Viewing How STEM Project-Based Learning Influences Students’ Science Achievement Through the Implementation Lens: A Latent Growth Modeling

Abstract

Recent studies on professional development programs indicate these programs, when sustained, have a positive impact on student achievement; however, many of these studies have failed to use longitudinal data. The purpose of this study is to understand the how one particular instructional practice (STEM PBL) used consistently influence student achievement. Three urban high schools in the southwest U.S. were assigned to participate in a professional development program for STEM teachers. Data for 565 students from these schools were collected at grade 8, 10, and 11. According to instructional practice observation tool, School 1 had a high level of STEM PBL implementation, school 2 showed an average level of STEM PBL implementation, and school 3 had almost no STEM PBL implementation. Results indicated students' success for school 1 was significantly different than students' success for schools 2 and 3. Results also indicated no difference in student data for ethnicity in school 1.

What are we talking about when we talk about STEM education? A review of literature

“…It is argued that true STEM education establishes connections between the academic context in which it is taught and the real context in which we live (Erdogan, Navruz, Younes, & Capraro, 2016). Biasutti and EL-Deghaidy (2014) opt for the generation of an interdisciplinary philosophy, a deep conceptual understanding, and so-called 21st-century skills.…”

Enhancing Students’ Creativity through STEM Project-Based Learning

“…Various studies have been proved that STEM projectbased learning gives effects in several aspects. STEM project-based learning has been measured students' creativity in aspects of adventurousness, curiosity, imagination and challenge (Lou, Chou, Shih, & Chung, 2017); Students' learning attitude through multi-function electric vehicle (Tseng, Chang, Lou, & Chen, 2013); Students' science achievement through the implementation of latent growth modelling (Erdogan & Capraro, 2016); Students' imagination and STEM knowledge development for female high school students (Lou, Tsai, Tseng, & Shih, 2014); Academic achievement for high, middle, and low achievers (Han, Capraro, & Capraro, 2014); and perception of pre-service and in-service teachers regarding the implementation of STEM project-based learning in science class (Siew, Amir, & Chong, 2015).…”

Jack and Jill Went Up the Hill, but Jill Won Both Ways: The True Story about Differential Academic Achievement

“…When introducing STEM project-based learning (PBL) lessons in schools, student achievement results have been favorable (Erdogan, Navruz, Younes, & Capraro, 2016;Han, Rosli, Capraro, & Capraro, 2016). When teachers are motivated and excited about implementing PBL (Chalmers, 2017), student motivation has been shown to increase ( Capraro, Capraro, & Morgan, 2013;Han, Capraro, & Capraro, 2014;Seet & Quek, 2010).…”