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A Retrospective Examination of STEM Teachers' Use of Project-based Learning Once Employed.

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Title: A Retrospective Examination of STEM Teachers' Use of Project-based Learning Once Employed.
Authors: Harrell, Pamela Esprivalo1 pam.harrell@unt.edu, Long, Christopher Sean1 Chris.Long@unt.edu, Subramaniam, Karthigeyan1 karthigeyan.subramaniam@unt.edu, Thompson, Ruthanne1 Ruthanne.thompson@unt.edu, Harris, Marlon Karel1 mrmkharris2@yahoo.com
Source: Electronic Journal for Research in Science & Mathematics Education. Winter2024, Vol. 28 Issue 3, p16-36. 21p.
Subject Terms: *Career development, *Mathematics education (Secondary), *Science teachers, *Mathematics teachers, *Project method in teaching
Abstract: This study explored science and mathematics teachers' knowledge and beliefs about project-based instruction (PBL). Data included two focus groups, and a 12-item questionnaire administered to 138 teachers. The response rate was 70% (n=96). Results show strong teacher knowledge of PBL Gold Standard Design Elements/Teaching Practices, but low usage by teachers (68%) as less than 26% of instructional time was used to implement PBL. Of the respondents, 33 indicated they used PBL as a teaching strategy. Teachers felt prepared to use PBL, suggested it made learning fun, and helped students acquire academic content and 21st century skills. Challenges included: funding support, accountability requirements, time constraints, and lack of professional development support. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
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Abstract:This study explored science and mathematics teachers' knowledge and beliefs about project-based instruction (PBL). Data included two focus groups, and a 12-item questionnaire administered to 138 teachers. The response rate was 70% (n=96). Results show strong teacher knowledge of PBL Gold Standard Design Elements/Teaching Practices, but low usage by teachers (68%) as less than 26% of instructional time was used to implement PBL. Of the respondents, 33 indicated they used PBL as a teaching strategy. Teachers felt prepared to use PBL, suggested it made learning fun, and helped students acquire academic content and 21st century skills. Challenges included: funding support, accountability requirements, time constraints, and lack of professional development support. [ABSTRACT FROM AUTHOR]
ISSN:2692241X