STEM Project-Based Learning (PBL) is a reform-based teaching and learning

STEM Project-Based Learning (PBL) is a reform-based teaching and learning

karthividhyalaya

STEM Project-Based Learning (PBL) is a reform-based teaching and learning strategy that consists of a project containing a well-defined outcome that is accomplished through an ill-defined task. PBL intends to actualize learning around a project that includes describing ill-defined tasks, hypothesizing, modeling, testing, and refining [17; 18]. STEM PBLs engage students in tasks that are authentic, connect students’ K-12 education with their post-secondary education, and address future career learning needs [19]. http://www.karthividhyalaya.com/ There is evidence that student engagement in STEM focused PBLs can result in positive cognitive outcomes. For example, [20] found that there were significant positive differences between students’ content and procedural knowledge when the students participated in STEM PBL rather than traditional practices. Reference [21] found that when PBL practices were compared to traditional practices that students’ mathematics, science, and reading skills differed significantly, with students having higher gains as a result of PBL. While engaged in STEM PBLs, students also increased their use of technologies such as software for databases, robotics programing, modeling, and computer game development along with communicative technologies such as blogs, podcasting, and social networking [22]. PBLs can also have positive impacts on students’ social outcomes. Reference [22] found that 64% of their students became interested in STEM careers after participating in STEM PBLs. In classrooms where engineering design and science content were integrated in a PBL, students’ attitudes towards engineering became more positive as a result of the intervention, with female students showing the greatest gains [23]. Another study demonstrated that STEM PBL practices had a positive influence on students’ behavioral intentions, attitudes, and desire to learn [20]. Because PBLs yield positive student outcomes, matriculation school research has shown that teaching should incorporate more opportunities for PBLs that emphasize the engineering design process [24]. 2)Engineering Design Process. The engineering design process, which students can incorporate into their STEM practices, can be readily incorporated into PBL. Reference [4] concisely described an engineering design process in seven iterative steps. Students 1) identify problems and constraints, 2) research, 3) ideate, 4) analyze ideas, 5) build, 6) test and refine, and 7) communicate and reflect. Studies have shown that having students use an engineering design process while also focusing on content knowledge increases students’ knowledge in STEM areas [26; 23; 27]. In addition, the engineering design-based approach helps low achieving African Americans more than any other group of students [28]. II.PURPOSE The goal of this study was to identify the purpose and outcomes of an informal learning environment (a summer STEM camp) emphasizing interdisciplinary STEM PBLs and the engineering design process along with its impact on students’ cognitive and social outcomes. The three main research questions were 1) How did the camp fulfill its purpose and intended student outcomes? 2) Were the purpose and intended outcomes reflected in student perceptions? 3) Did the camp experience influence a student’s decision to attend the hosting university as well as choice of major?

The Instructor’s primary desired student outcome from the students’ summer STEM camp attendance was that the students would “mature into being at a university in a university setting.” The other important student outcomes would be that students would have academic achievements in STEM fields and in the SAT preparation; however, the main outcome was preparing students for university settings. The Coordinator also discussed the anticipated outcomes for the summer STEM camp. He expected the students to become adept at problem solving using the engineering design and scientific processes. He stated that students have to understand the problem first. You can’t really solve a problem that you don’t understand its constraints first. Then they have to think mathematically so that they can find the easiest and most cost efficient way to the solution. And they have to use these processes [engineering design and scientific] and have a product at the end. He also employed PBL activities to develop communication, collaborative skills, and creativity. And we almost always try to group students in the PBL so that they can communicate and collaborate with their peers. And we try to do this in a manner that they don’t have their close friends in their group, so they have to communicate with someone they are not used to communicating with. We push them to be creative and to find the most original solution for the problem.

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