Utilizing Project-Based Learning in STEM: Teacher Perceptions, Student Impact, and Challenges

• In Event: Project-Based, Problem-Based, and Justice-Based Pedagogies Supporting Science Teaching and Learning

Abstract

Employment in science, technology, engineering, and math (STEM) occupations in the U.S. has grown astronomically across past decades, however the number of those graduating from college with STEM degrees remains low, which may be traced back to STEM opportunity gaps in schools. One way to potentially increase student time and engagement in STEM subjects is through STEM-based project-based learning (PBL). The purpose of this mixed methods longitudinal case study was to explore the experiences of teachers over a three-year period at a K-8 school that was implementing a new STEM PBL initiative. Results indicated positive impacts of STEM PBL on student engagement, however teachers exhibited variability in their implementation and perceptions of the initiative and also described various challenges.

Authors

• Nicole Ralston, University of Portland

• Rebecca Smith, University of Portland

• Jordanne Nevin, Renton School District