STEM Project-Based Instruction: An Analysis of Teacher-Developed Integrated STEM PBI Curriculum Units

被引:5
作者
Wieselmann, Jeanna R. [1 ]
Sager, Marc T. [2 ]
Price, Brynn C. [2 ]
机构
[1] Southern Methodist Univ, Dept Teaching & Learning, Dallas, TX 75275 USA
[2] Southern Methodist Univ, Simmons Sch Educ & Human Dev, Dallas, TX 75275 USA
关键词
integrated STEM education; project-based instruction (PBI); curriculum design; PROFESSIONAL-DEVELOPMENT; SCIENCE CURRICULUM; ACHIEVEMENT; CONCEPTIONS; EDUCATION; ENACTMENTS; ATTITUDES; INQUIRY; NEED;
D O I
10.3390/educsci12090626
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Integrated science, technology, engineering, and mathematics (STEM) and project-based instruction (PBI) have both received increased attention as instructional approaches that allow for deep, authentic student learning. However, there has been little research that explores the overlap of these two related yet distinct approaches. In this case study, eight teacher-developed STEM PBI curriculum units for grades 1-8 were analyzed using content analysis methods. Each unit was scored for integrated STEM and PBI quality. Findings highlight strengths related to an authentic context for learning, opportunities for communication, and the development of a final product that is shared publicly. However, weaknesses were also apparent related to STEM content integration and learning goals, student voice and choice, assessment, and organization. Notably, the content analysis also illustrated that the units developed for elementary grades (1 and 5) were generally stronger than those units developed for middle-school grades (7 and 8). Implications for practice and future research are discussed.
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页数:21
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