Conceptualizing an Initial Framework to Support Discipline-Rich Project-Based Learning in STEM

Project-Based Learning (PBL) is positioned as a pedagogical approach to support authentic, discipline-rich STEM curricula. However, much of the research has focused on the effectiveness of researcher-created curricula rather than teacher-created curricula. In this manuscript, we seek to illuminate t...

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Bibliographic Details
Published in:Education sciences 2024-07, Vol.14 (7), p.793
Main Authors: Sircar, Monica, Orr, Sheila, Madis, Carlee, DiMaria, Sarah
Format: Article
Language:English
Subjects:
Active Learning
Analysis
Classrooms
Collaboration
Core curriculum
Curriculum Design
curriculum development
Design
Education
Education reform
Educational Change
Knowledge acquisition
Mathematics education
Mathematics teachers
Methods
Pedagogy
PK-12 teachers
Project-based learning
Science education
Skill development
Skills
STEM education
Students
teacher learning
Teachers
Teaching
Teaching Methods
Technology education
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Summary:Project-Based Learning (PBL) is positioned as a pedagogical approach to support authentic, discipline-rich STEM curricula. However, much of the research has focused on the effectiveness of researcher-created curricula rather than teacher-created curricula. In this manuscript, we seek to illuminate the ways in which teachers create discipline-rich STEM projects. Drawing on the theory of the curriculum enactment process, we analyzed curricular artifacts from our teaching practices that we created as secondary STEM teachers who designed and enacted project-based learning. From the analysis, we propose a framework grounded in disciplinary standards to support teachers in creating discipline-rich STEM projects by attending to (1) the Elements of PBL; (2) Content Storyline; (3) Practice Pathway.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci14070793