Empowering STEM Teachers to Design Driving Question for Project-Based Learning through Digital Scaffolding

• In Event: AERA Roundtable Session Saturday 1:45 pm - Gold 4
  In Roundtable Session: Teachers and teacher agency across PBL learning environments

Abstract

This study empowers STEM teachers in designing driving question (DQ) for Project-Based Learning by decomposing DQ design into phased strategies and providing paper- and digital-based scaffoldings. A quasi-experimental study with 73 teachers showed significant DQ quality improvements in both groups, with the digital group excelling in Drivable and Doable aspects. Digital tools reduced cognitive load through structured processes and enhanced traceability, though deeper competencies require ongoing development. Findings validate task decomposition theory and the effectiveness of scaffolded support, offering a practical framework for teacher training. Future work should explore AI-enhanced scaffolding for adaptive and localized innovation in DQ design.

Authors

• jin shen, Beijing Normal University

• dingyue weng, Beijing Normal University

• Yenny Mo, North Central Texas College

• Peter Chan, Brigham Young University - Hawaii

• rui wei, Beijing Normal University