Techno-Trash Pets: A PBL approach to STEM and digital literacy in elementary classrooms.
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| Title: | Techno-Trash Pets: A PBL approach to STEM and digital literacy in elementary classrooms. |
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| Authors: | Ponder, Jennifer (AUTHOR) jponder@uab.edu, Cramer, Amanda R. (AUTHOR) arcramer@ua.edu |
| Source: | Science & Children. Nov/Dec2025, Vol. 62 Issue 6, p76-82. 7p. |
| Subject Terms: | *STEM education, *Digital literacy, *Active learning, *Science projects, *Inquiry-based learning, *Classrooms, Environmental responsibility, Robotics |
| Abstract: | This article presents an interdisciplinary, project-based learning (PBL) approach to teaching STEM and digital literacy through the creation of "Techno-Trash Pets" using recyclable materials, art, and robotics kits. Grounded in inquiry-based learning, the project engages preservice elementary teachers in exploring the relationship between plants and animals, focusing on internal and external structures that support survival, growth, behavior, and reproduction. Through sensory-rich field experiences, research, multimedia presentations, and hands-on engineering, students integrate STEM practices, crosscutting concepts, and content from math, computer science, social studies, and the arts. Coding and robotics tools bring animal models to life, reinforcing scientific concepts related to ecosystems and adaptations. The culminating museum exhibit provides authentic assessment opportunities, where students showcase their work to the community, fostering critical thinking, creativity, and collaboration. This high-impact project demonstrates how PBL can cultivate contemporary skills, promote environmental stewardship, and inspire confidence in teaching integrated STEM lessons. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This article presents an interdisciplinary, project-based learning (PBL) approach to teaching STEM and digital literacy through the creation of "Techno-Trash Pets" using recyclable materials, art, and robotics kits. Grounded in inquiry-based learning, the project engages preservice elementary teachers in exploring the relationship between plants and animals, focusing on internal and external structures that support survival, growth, behavior, and reproduction. Through sensory-rich field experiences, research, multimedia presentations, and hands-on engineering, students integrate STEM practices, crosscutting concepts, and content from math, computer science, social studies, and the arts. Coding and robotics tools bring animal models to life, reinforcing scientific concepts related to ecosystems and adaptations. The culminating museum exhibit provides authentic assessment opportunities, where students showcase their work to the community, fostering critical thinking, creativity, and collaboration. This high-impact project demonstrates how PBL can cultivate contemporary skills, promote environmental stewardship, and inspire confidence in teaching integrated STEM lessons. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00368148 |
| DOI: | 10.1080/00368148.2025.2553380 |
