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Education Sciences
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Project-Based and Problem-Based Instruction in STEM Classroom Environments
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Project-Based and Problem-Based Instruction in STEM Classroom Environments

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "STEM Education".

Deadline for manuscript submissions: closed (25 January 2023) | Viewed by 57857

Special Issue Editors

Dr. Jennifer Wilhelm

E-Mail Website
Guest Editor
College of Education, University of Kentucky, Lexington, KY 40506-0017, USA
Interests: spatial-scientific thinking in STEM environments; project-based instruction; middle, secondary, and post-secondary level STEM education
Dr. Rebecca Krall

E-Mail Website
Guest Editor
College of Education, University of Kentucky, Lexington, KY 40506-0017, USA
Interests: impact and outcomes of authentic learning experiences in science; project-based learning; elementary and middle level science teacher education; professional learning in science education
Dr. Merryn Cole

E-Mail Website
Guest Editor
College of Education, University of Nevada, Las Vegas, NV 89154, USA
Interests: the relationship between spatial thinking and STEM (Science, Technology, Engineering, and Mathematics) content; project-based instruction; science communication; science outreach

Special Issue Information

Dear Colleagues,

Education Sciences announces a Special Issue entitled “Project-Based and Problem-Based Instruction (PBI) in STEM Classroom Environments”. This issue will focus on research of PBI implementation and effectiveness of PBI approaches in STEM K-20 classroom environments. PBI was popularized in the United States during the progressive era and again in the 1990s. We are now in another wave of this PBI movement in the area of science, technology, engineering, and mathematics. Project-based instruction provides opportunities for students to address real-world, relevant issues through the use of a driving question, which prompts student-designed investigations of their own related research questions that result in artifacts that show how student-led investigations address the issue at hand. Problem-based instruction presents a case or problem through the use of a written description of the issue, which students then use to identify what is known, what they need to know, and assumptions to be made prior to investigating and proposing a solution. The key features of PBI include: (1) teacher developed driving question/problem (Krajcik & Czerniak, 2014), (2) student developed subdriving question/assumption (Wilhelm, Wilhelm, and Cole, 2019), (3) milestones as a form of assessment (Polman, 2000), (4) benchmark lessons/activities (Marx et al. 2004), (5), experts as collaborators, and (6) project/problem artifacts. Wilhelm, Wilhelm, and Cole (2019) document the design of PBI STEM environments and illustrate the effectiveness of PBI in middle and secondary classrooms, weighing the costs and benefits inherent in the challenge of PBI implementation. This Special Issue will advance the conversation on STEM PBI effectiveness in the 21st Century at the K-20 level.

We aim to reflect contemporary research trends in the implementation and effectiveness of project-based or problem-based pedagogy in K-20 settings. Possible topics may include teachers’ understandings of problem-based or project-based instruction; implementation studies of problem-based or project-based instruction and learning in the classroom; instructional challenges of PBI implementation; student learning outcomes of problem-based or project-based pedagogy. Submissions on any other topic within the scope of this Special Issue are also welcomed and will be fully considered. The content areas may include a specific STEM field (e.g., chemistry, astronomy, mathematics, biology, engineering, computer science, etc.) or an integrated STEM approach.

Dr. Jennifer Wilhelm
Dr. Rebecca Krall
Dr. Merryn Cole
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • project-based instruction
  • problem-based instruction
  • driving question
  • driving assumption
  • benchmark lessons
  • milestone
  • formative assessment
  • artifacts
  • situated learning in STEM

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Published Papers (10 papers)

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Research

34 pages, 1022 KiB  
Article
Deepening Undergraduate Students’ Thinking about Central Dogma through Problem-Based Learning
by Katherine Alberta Sharp, Rebecca McNall Krall and Jeffrey Chalfant
Educ. Sci. 2023, 13(9), 854; https://doi.org/10.3390/educsci13090854 - 22 Aug 2023
Cited by 2 | Viewed by 1952
Abstract
A common belief among pre-medical and medical students is that biochemistry is not relevant to practicing medicine. The problem-based approach of case studies has been used in medical education to scaffold the application of content to clinical cases, but few studies report on [...] Read more.
A common belief among pre-medical and medical students is that biochemistry is not relevant to practicing medicine. The problem-based approach of case studies has been used in medical education to scaffold the application of content to clinical cases, but few studies report on a similar use in undergraduate biochemistry. Case studies in biochemistry and related disciplines have been previously reported as increasing learning motivation and supporting depth of knowledge. Additionally, students engaging in case studies outperform students in traditional instruction. The objective of this qualitative case study was to find how the timing of a medical case study within the instructional sequence in an undergraduate biochemistry course supported students in applying the central dogma of molecular biology to explain the transfer of Huntington’s disease from parent to child. The CBL+ group reviewed the case study before class while the CBL− group was presented with the case study during class. Analysis of open response tasks added to the pre- and post-surveys suggested that the case study supported both groups in applying the central dogma to the case, but the earlier presentation of the case to the CBL+ group promoted deeper thinking about the mechanistic causation of the transfer of the disease. Full article
(This article belongs to the Special Issue Project-Based and Problem-Based Instruction in STEM Classroom Environments)
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16 pages, 4784 KiB  
Article
Impacts of Problem-Based Instruction on Students’ Beliefs about Physics and Learning Physics
by May Lee, Cormac J. K. Larkin and Steven Hoekstra
Educ. Sci. 2023, 13(3), 321; https://doi.org/10.3390/educsci13030321 - 21 Mar 2023
Cited by 4 | Viewed by 2541
Abstract
To help prepare students to address future challenges in Science, Technology, Engineering, and Mathematics (STEM), they need to develop 21st-century skills. These skills are mediated by their beliefs about the nature of scientific knowledge and practices, or epistemological beliefs. One approach shown [...] Read more.
To help prepare students to address future challenges in Science, Technology, Engineering, and Mathematics (STEM), they need to develop 21st-century skills. These skills are mediated by their beliefs about the nature of scientific knowledge and practices, or epistemological beliefs. One approach shown to support students’ development of these beliefs and skills is problem-based instruction (PBI), which encourages collaborative self-directed learning while working on open-ended problems. We used a mixed-method qualitative approach to examine how implementing PBI in a physics course taught at a Dutch university affected students’ beliefs about physics and learning physics. Analysis of the responses to the course surveys (41–74% response rates) from the first implementation indicated students appreciated opportunities for social interactions with peers and use of scientific equipment with PBI but found difficulties connecting to the Internet given the COVID-19 restrictions. The Colorado Learning Attitudes towards Science Survey (CLASS), a validated survey on epistemological beliefs about physics and learning physics, was completed by a second cohort of students in a subsequent implementation of PBI for the same course; analysis of the students’ pre- and post-responses (28% response rate) showed a slight shift towards more expert-like perspectives despite challenges (e.g., access to lab). Findings from this study may inform teachers with an interest in supporting the development of students’ epistemological beliefs about STEM and the implementation of PBI in undergraduate STEM courses. Full article
(This article belongs to the Special Issue Project-Based and Problem-Based Instruction in STEM Classroom Environments)
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13 pages, 1847 KiB  
Article
Is It Problem or Project-Based Instruction: Implementing PBI for the First Time in an Engineering Mechanics College Course
by Jennifer Anne Daddysman, Jennifer Anne Wilhelm and Farzad Taghaddosi
Educ. Sci. 2023, 13(2), 175; https://doi.org/10.3390/educsci13020175 - 7 Feb 2023
Cited by 4 | Viewed by 2026
Abstract
This mixed methods study investigated a college engineering professor’s first-time implementation of project/problem-based instruction (PBI) within an engineering mechanics (EM) course and compared this implementation with a business-as-usual (BAU) EM course. Research questions concerned the degree to which the PBI course changed from [...] Read more.
This mixed methods study investigated a college engineering professor’s first-time implementation of project/problem-based instruction (PBI) within an engineering mechanics (EM) course and compared this implementation with a business-as-usual (BAU) EM course. Research questions concerned the degree to which the PBI course changed from a BAU model and the effectiveness of the PBI implementation on students’ EM learning as measured by a Statics Concept Inventory as compared to BAU students. Findings showed the professor’s original intentions and realizations of project-based instruction had to be adjusted to a problem-based instructional format to keep it in line with the EM course objectives (simply better suited as problem-based). Full article
(This article belongs to the Special Issue Project-Based and Problem-Based Instruction in STEM Classroom Environments)
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28 pages, 339 KiB  
Article
Project-Based Unit Development by Middle School Science Teachers: Investigations on Watershed Water Quality
by Rebecca McNall Krall, Jennifer Anne Wilhelm and Justin M. LeVaughn
Educ. Sci. 2023, 13(1), 11; https://doi.org/10.3390/educsci13010011 - 22 Dec 2022
Cited by 2 | Viewed by 2041
Abstract
This case study explored changes in seven in-service middle school science teachers’ understandings of project-based learning (PBL) environments after participating in a summer institute on PBL. Of particular interest was their participation in the institute as learners in a PBL unit exploring the [...] Read more.
This case study explored changes in seven in-service middle school science teachers’ understandings of project-based learning (PBL) environments after participating in a summer institute on PBL. Of particular interest was their participation in the institute as learners in a PBL unit exploring the effect of land use on water quality in the watershed. We investigated how well teachers were able to apply their understanding of PBL as they designed their own units on water quality in their watershed. Research questions focused the study on how participation in a summer teacher institute on PBL prepared middle school teachers to describe key features of project-based learning environments, and how well they were able to incorporate these features in PBL units. Data collection included a qualitative pre/post PBL survey, teachers’ watershed units, and field notes from the institute. Findings from the pre and post survey showed that teachers demonstrated a vague understanding of essential features of PBL environments pre institute and a detailed understanding of PBL post institute. Teachers’ units varied in the degrees to which PBL features were exhibited. Strengths of the units included driving questions and benchmark lessons. Shortcomings included few opportunities for student-directed investigation of sub-driving questions. Full article
(This article belongs to the Special Issue Project-Based and Problem-Based Instruction in STEM Classroom Environments)
9 pages, 233 KiB  
Article
A Project-Based Instruction Approach to Improving Student Lunar Phases Learning Outcomes: A Quantitative Inquiry
by Merryn Cole, Hongwei Yang and Jennifer Anne Wilhelm
Educ. Sci. 2022, 12(11), 824; https://doi.org/10.3390/educsci12110824 - 17 Nov 2022
Viewed by 1553
Abstract
We investigated how students’ lunar phases learning outcomes were affected by student and teacher demographic characteristics (gender, race/ethnicity, spatial thinking ability, and content knowledge). The study identified moderately strong correlations both between students’ spatial thinking ability and understanding of lunar phases, as well [...] Read more.
We investigated how students’ lunar phases learning outcomes were affected by student and teacher demographic characteristics (gender, race/ethnicity, spatial thinking ability, and content knowledge). The study identified moderately strong correlations both between students’ spatial thinking ability and understanding of lunar phases, as well as between the pre-to-post-intervention scores of the two measures. Multilevel modeling showed significant predictors of learning outcomes from both student and teacher variables. This study furthers works on establishing a connection between student learning outcomes and the content knowledge and spatial ability for themselves as well as their teachers, and shows promise for a project-based instruction approach in aiding in lunar phases understanding. Full article
(This article belongs to the Special Issue Project-Based and Problem-Based Instruction in STEM Classroom Environments)
30 pages, 2173 KiB  
Article
Design Principles for Considering the Participatory Relationship of Students, Teachers, Curriculum, and Place in Project-Based STEM Units
by Jessica R. Stephenson Reaves, Rasheda Likely and Anna Maria Arias
Educ. Sci. 2022, 12(11), 760; https://doi.org/10.3390/educsci12110760 - 28 Oct 2022
Cited by 2 | Viewed by 3163
Abstract
Historically, STEM learning spaces and curriculum have overlooked the strengths and agency of students, teachers, and their communities. Project-based STEM units about environmental issues like water quality offer the possibility to create more expansive, equitable learning experiences. These units can leverage local problems [...] Read more.
Historically, STEM learning spaces and curriculum have overlooked the strengths and agency of students, teachers, and their communities. Project-based STEM units about environmental issues like water quality offer the possibility to create more expansive, equitable learning experiences. These units can leverage local problems and resources while also including the global dimensions of the issue to provide meaningful opportunities for diverse student sensemaking. However, even project-based STEM learning requires explicit attention to the agency of teachers, students, and place. In order to identify a set of design principles for supporting equitable learning in a project-based STEM curriculum, this manuscript brings together a set of empirical and theoretical frameworks including teacher participatory relationship with the curriculum, culturally sustaining pedagogy, critical pedagogy of place, and equitable sensemaking. The authors use these frameworks to describe a conceptual model of Participatory Relationship of Students, Communities, Teachers, Curriculum and Place. Then, the manuscript outlines a set of seven design principles that connect to the theoretical frameworks to the conceptual model and provide implementation strategies with examples of how we apply these design principles to a project-based STEM unit for 4–8 grade students. The design principles have implications for design of future project-based units and learning opportunities for teachers and students. Full article
(This article belongs to the Special Issue Project-Based and Problem-Based Instruction in STEM Classroom Environments)
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20 pages, 513 KiB  
Article
Principles of Problem-Based Learning (PBL) in STEM Education: Using Expert Wisdom and Research to Frame Educational Practice
by Kathy Smith, Nicoleta Maynard, Amanda Berry, Tanya Stephenson, Tabetha Spiteri, Deborah Corrigan, Jennifer Mansfield, Peter Ellerton and Timothy Smith
Educ. Sci. 2022, 12(10), 728; https://doi.org/10.3390/educsci12100728 - 21 Oct 2022
Cited by 35 | Viewed by 23739
Abstract
Developing teacher knowledge, skills, and confidence in Science, Technology, Engineering, and Mathematics (STEM) education is critical to supporting a culture of innovation and productivity across the population. Such capacity building is also necessary for the development of STEM literacies involving the ability to [...] Read more.
Developing teacher knowledge, skills, and confidence in Science, Technology, Engineering, and Mathematics (STEM) education is critical to supporting a culture of innovation and productivity across the population. Such capacity building is also necessary for the development of STEM literacies involving the ability to identify, apply, and integrate concepts from STEM domains toward understanding complex problems, and innovating to solve them. However, a lack of visible models of STEM integration has been highlighted by teachers as a challenge to successfully implementing integrated STEM education in schools. Problem Based Learning (PBL) has been well-established in higher education contexts as an approach to learning in the STEM disciplines and may present an effective way to integrate knowledge and skills across STEM disciplines in school-based STEM education and support the development of students as capable, self-directed learners. However, if PBL is to effectively contribute to STEM education in schools and build teacher capacity to teach STEM, then this approach needs to be better understood. This paper aims to generate a set of principles for supporting a PBL model of STEM education in schools based on insights from the literature and expert focus groups of PBL professionals. Four principles of PBL emerged from the data analysis: (a) flexible knowledge, skills, and capabilities; (b) active and strategic metacognitive reasoning; (c) collaboration based on intrinsic motivation; and (d) problems embedded in real and rich contexts. The study outcomes provide evidence-informed support for teachers who may be considering the value of adopting a PBL approach in school-based STEM education. Full article
(This article belongs to the Special Issue Project-Based and Problem-Based Instruction in STEM Classroom Environments)
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21 pages, 8126 KiB  
Article
Infusing Mindset through Mathematical Problem Solving and Collaboration: Studying the Impact of a Short College Intervention
by Jo Boaler, Kyalamboka Brown, Tanya LaMar, Miriam Leshin and Megan Selbach-Allen
Educ. Sci. 2022, 12(10), 694; https://doi.org/10.3390/educsci12100694 - 11 Oct 2022
Cited by 4 | Viewed by 9084
Abstract
After experiencing years of procedural teaching in K-12 mathematics classrooms, many students arrive at college with ideas about, and approaches towards, mathematics that are not helpful to their learning. Students’ prior experiences and misconceptions can then negatively impact their experiences in university STEM [...] Read more.
After experiencing years of procedural teaching in K-12 mathematics classrooms, many students arrive at college with ideas about, and approaches towards, mathematics that are not helpful to their learning. Students’ prior experiences and misconceptions can then negatively impact their experiences in university STEM courses. This paper describes a short course in the “big ideas” of calculus, that offered students an approach of problem-based learning, combined with mindset messages, otherwise known as a “mathematical mindset approach”. The mixed-method study considered how a ‘mathematical mindset’ teaching intervention impacted the learning, achievement, and beliefs of incoming college students, finding that the intervention significantly changed students’ ideas about mathematics, their own potential, and the value of collaboration. At the end of the course students also significantly improved their achievement on assessments of problem solving and collaboration. Importantly the course allowed students to believe in their own potential and to approach mathematics with a growth mindset, suggesting a role for such courses in students’ mathematics pathways. Full article
(This article belongs to the Special Issue Project-Based and Problem-Based Instruction in STEM Classroom Environments)
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21 pages, 314 KiB  
Article
STEM Project-Based Instruction: An Analysis of Teacher-Developed Integrated STEM PBI Curriculum Units
by Jeanna R. Wieselmann, Marc T. Sager and Brynn C. Price
Educ. Sci. 2022, 12(9), 626; https://doi.org/10.3390/educsci12090626 - 16 Sep 2022
Cited by 7 | Viewed by 4470
Abstract
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. [...] Read more.
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. Full article
(This article belongs to the Special Issue Project-Based and Problem-Based Instruction in STEM Classroom Environments)
22 pages, 2601 KiB  
Article
Supporting Students’ Science Content Knowledge and Motivation through Project-Based Inquiry (PBI) Global in a Cross-School Collaboration
by Hiller A. Spires, Marie P. Himes and Erin Krupa
Educ. Sci. 2022, 12(6), 412; https://doi.org/10.3390/educsci12060412 - 17 Jun 2022
Cited by 5 | Viewed by 4736
Abstract
Inquiry is featured prominently in the Next Generation Science Standards (NGSS) as a promising pedagogical approach. Building on current conceptions of inquiry, a mixed-methods research design was used to explore the effects of Project-Based Inquiry (PBI) Global on student science content knowledge, motivation, [...] Read more.
Inquiry is featured prominently in the Next Generation Science Standards (NGSS) as a promising pedagogical approach. Building on current conceptions of inquiry, a mixed-methods research design was used to explore the effects of Project-Based Inquiry (PBI) Global on student science content knowledge, motivation, and perspectives related to inquiry in a cross-school collaboration. The data sources included pre-/post-tests on science content and student motivation (n = 75), transcripts from student focus groups (n = 26), and students’ multimodal learning products (n = 18 teams). The quantitative findings indicated School B students were more motivated by the project than School A students, which mirrored student performance. The student focus group findings generated three themes: constructing empathy, learning for impact, and navigating challenges. The discussion focuses on an integrated view of what students gained and did not gain from the PBI Global experience, including a nuanced explanation of how motivation and content knowledge may be influenced by student experiences and school contextual factors during PBI Global. Implications for instructional practice highlight how relationship building, mutual respect, and consensus making are essential components of constructing cross-school collaborations and the importance of integrating instructional frameworks with teachers and students. Future research will focus on investigating the effects of PBI Global on student learning in cross-school partnerships through experimental-designed studies, and the systemic and structural barriers to scaling cross-school inquiry-based learning. Full article
(This article belongs to the Special Issue Project-Based and Problem-Based Instruction in STEM Classroom Environments)
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