Problem-based Learning in a Pre-service Technology and Engineering Education Course

Abstract

Abstract Evaluating the Effectiveness of a Problem-Based Learning Professional Development Model for STEM EducationProblem-based learning (PBL) is an instructional approach whereby students learn problem-solving, critical thinking and teamwork skills by collaboratively solving complex real-worldproblems. Research shows that PBL improves student knowledge and retention, motivation,problem-solving skills, and the ability to skillfully apply knowledge in new situations. Usedextensively in medical schools since the 1970s, PBL is emerging as an exciting alternative totraditional lecture-based methods in Science, Technology, Engineering, and Mathematics(STEM) education. One of the challenges limiting the use PBL in STEM education, however, isthe lack of instructional resources and professional development available to STEM educators atboth the high school and college level. To address this problem, the STEM-PBL project of theNew England Board of Higher Education (NEBHE), funded by the National Science FoundationAdvanced Technological Education (NSF-ATE) program, has created a comprehensive series ofmultimedia PBL “Challenges” focused on sustainable technologies and a professionaldevelopment program in PBL methodology for in-service and pre-service STEM educators.In this paper, we present the results of a pilot study conducted to evaluate the efficacy of theSTEM PBL project in developing the capacity of in-service and pre-service STEM educators toincorporate PBL instruction in their classrooms. During the 2010-2011 academic year, 30 in-service STEM educators from secondary and post secondary institutions across the U.S.participated in an online professional development program focused on PBL methodology andclassroom implementation of the STEM PBL Challenges. In addition, during the spring 2011semester, 16 pre-service Technology and Engineering Education (TEE) teachers enrolled in aneast coast university teacher education program participated in a new PBL methods course basedon the STEM-PBL Challenges. Qualitative and quantitative methods were applied to assess theimpact of the STEM PBL project on teachers’ knowledge, skills and attitudes related to theadaptation of PBL instruction in their classrooms.