A Mixed-Methods Approach to Understanding PBL Experiences in Inclusive STEM High Schools

Autor/inn/en	Noble, Elizabeth; Ferris, Kaitlyn A.; LaForce, Melanie; Zuo, Huifang
Titel	A Mixed-Methods Approach to Understanding PBL Experiences in Inclusive STEM High Schools
Quelle	In: European Journal of STEM Education, 5 (2020) 1, Artikel 2 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2468-4368
Schlagwörter	STEM Education; High Schools; Inclusion; Problem Based Learning; Active Learning; Student Projects; Curriculum Implementation; Classroom Techniques; 21st Century Skills; Science Careers; Student Diversity; Learner Engagement; Teacher Attitudes; Personal Autonomy; Interdisciplinary Approach; Partnerships in Education; Authentic Learning; Difficulty Level; Cognitive Processes; Teamwork + Suchen Sie Ihr Suchwort? STEM; High school; Oberschule; Inklusion; Problem-based learning; Problemorientiertes Lernen; Aktives Lernen; Schulprojekt; Klassenführung; Lehrerverhalten; Individuelle Autonomie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Hochschulpartnerschaft; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess
Abstract	Background: Inclusive STEM high schools employ a variety of instructional strategies, including PBL (problem and/or project-based learning) experiences, with the goals of building students' 21st century skills, facilitating long-term academic success, and encouraging pursuit of STEM careers. PBL approaches are central to the goals of inclusive STEM schools; however, at this writing, no description of the implementation of PBL at these schools exists. Material and Methods: The current study draws on classroom observations and teacher interviews to describe PBL implementation across schools and classrooms. We describe specific instructional practices and classroom behaviors that teachers and students engage in during PBL. Results: Results highlight the multifaceted and multidimensional nature of PBL implementation, and that consistencies in practice do exist across inclusive STEM schools. Additionally, quantitative results show increased use of particular strategies in PBL experiences, as compared with non-PBL classes. Conclusions: This paper provides an in-depth look at instructional practices used in PBL approaches at inclusive STEM schools across the country, and findings have implications for how researchers and practitioners understand and use PBL going forward. (As Provided).
Anmerkungen	Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01