A Marriage of Two Minds: Integrating STEM and Project-Based Instruction Elements in Teacher-Developed Curriculum Units

• In Event: Teachers Using Problem-Based and Project-Based Learning: Scaffolding, Technology, Curriculum

Abstract

Integrated science, technology, engineering, and mathematics (STEM) and project-based instruction (PBI) are advanced to promote greater student engagement and learning, Additionally, teacher-designed curricula have similar potential by providing locally-situated opportunities for learning. However, teachers have a range of experience with curriculum design, leading to great variation in curriculum quality. This study addresses the research question: What are the strengths and weaknesses of teacher-developed elementary and middle school STEM PBI curriculum units in terms of (a) STEM integration and (b) PBI design? Findings highlight patterns across units, as well as differences in quality across elementary and middle school units. Our analysis revealed tensions between academic standards and quality STEM PBI curriculum design, and future research needs are considered.

Authors

• Jeanna R. Wieselmann, Southern Methodist University
  Presenting Author

• Marc Sager, Southern Methodist University
  Presenting Author

• Brynn Price, Southern Methodist University
  Presenting Author