Exploring the Transferability of STEM PBL Instructional Principles from Higher Education to K-12 Classrooms
Bibliographic Data
| ID | 22046076 |
|---|---|
| Authors | Ali Biçer (0000-0002-2147-5393, Texas A&M University, corresponding author), Tugce Aldemir (0000-0001-5532-7770, Texas A&M University), Trina J Davis (0000-0003-4318-827X, Texas A&M University), Jamaal Young (0000-0001-7277-1072, Texas A&M University) |
| Year | 2025 |
| Volume | 15 |
| Issue | 1 |
| Pages | 39 |
| Publication date | 2025-01-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15010039 |
| OpenAlex | W4405992695 |
| Language | EN |
| References cited | 47 |
The first objective of this study was to explore which principles of STEM PBL instruction pre-service teachers found most beneficial in enhancing their understanding of mathematics- and science-related concepts. The second objective was to identify the instructional practices from STEM PBL that pre-service teachers intended to incorporate into their future teaching practices. We conducted a descriptive qualitative study, analyzing data from interviews (n = 8), reflections, and classroom artifacts (ntotal = 43). The findings revealed 12 distinct themes: six associated with the first objective and six linked to the second objective. Two themes—communication and real-world relevance—emerged as common across both objectives. The significance of this study lies not only in identifying key principles of STEM PBL but also in highlighting the need to emphasize these principles in various instructional methods, enhancing the transferability of innovative practices to future teachers’ mathematics classrooms
Individualized instruction · Instructional design · Mathematics education · Pedagogy · Science education · Teaching method · Transferability · Computer Science · Education and Critical Thinking Development · Engineering Education and Curriculum Development · Problem and Project Based Learning · Psychology
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When is PBL More Effective? A Meta-synthesis of Meta-analyses Comparing PBL to Conventional Classrooms
STEAM Project-Based Learning Activities at the Science Museum as an Effective Training for Future Chemistry Teachers
Establishing a PBL STEM Framework for Pre-Service Teachers
Integrated STEM Approaches and Associated Outcomes of K-12 Student Learning
Undergraduate Students’ Engagement in Project-Based Learning with an Authentic Context
Thematic analysis of qualitative data
Project-Based Learning in Promoting Learner Autonomy in an Efl Classroom
Affective Mathematics Engagement
Core practices for project-based learning
Scaffolding Problem-Based Teaching in a Traditional Social Studies Classroom
Overview of Problem-based Learning
How Teacher Education Matters
| Citation velocity | historical |
|---|---|
| Highly cited | No |