Abstract
Amid growing concerns about the future of the U.S. economy and workforce, educators and policymakers alike have increasingly emphasized the need to expand the number of students interested in, qualified for and actually pursuing careers in science, technology, engineering and mathematics (STEM). The current study draws on survey responses from a sample of 3852 high school students at inclusive STEM schools across the U.S. to investigate how project- and problem-based learning (PBL) may work to address this need. Multivariate regression results indicate that student ratings of PBL are associated with interest in pursuing a career in STEM, as well as with intrinsic motivation for science and students’ ability beliefs for both science and math. Further, mediation analysis using Hayes’ (2014) MEDIATE macro suggests that science intrinsic motivation and ability beliefs mediate the relationship between perceived PBL experiences and student interest in a future STEM career (IFSC). Our results highlight the important potential of PBL for increasing student STEM attitudes and interest in future STEM careers. As one of the only large-scale quantitative analyses of its kind, this study provides critical information for educators, school administrators and policymakers as they continue to seek effective ways of encouraging students to pursue STEM careers.
Highlights
In recent years, the subjects of science, technology, engineering and mathematics (STEM) have been at the forefront of U.S education due to growing concerns that American students are unprepared for the 21st century workforce and a global economy [1,2]
Prior research has clearly demonstrated the important role that intrinsic motivation and ability beliefs play in student success [12,72]
project-based learning (PBL) showed a direct effect on interest in a future STEM career (IFSTEMC); when controlling for STEM attitudes, PBL had a reduced but still significant effect on in a Future STEM Career (IFSTEMC)
Summary
The subjects of science, technology, engineering and mathematics (STEM) have been at the forefront of U.S education due to growing concerns that American students are unprepared for the 21st century workforce and a global economy [1,2]. The current study examines the use of problem- and project-based learning in inclusive STEM high schools across the country as one such effort. Both problem- and project-based learning have significant histories in education: problem-based learning was first utilized in medical schools over 40 years ago [4] and project-based learning has been a cornerstone of institutions such as the Buck. Using survey data from a large sample of students at 17 inclusive STEM high schools, we examine how PBL relates to student interest in STEM careers and the role of intrinsic characteristics such as ability beliefs and motivation in that relationship
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