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Education Sciences
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Project-Based Learning in Integrated STEM Education
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Project-Based Learning in Integrated STEM Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "STEM Education".

Deadline for manuscript submissions: 20 February 2025 | Viewed by 16974

Special Issue Editors

Dr. Mi Yeon Lee

E-Mail Website
Guest Editor
Mary Lou Fulton Teachers College, Arizona State University, Tempe, AZ 85281, USA
Interests: project-based learning (PBL); STEM education; mathematics education; teacher education
Dr. Jean S. Lee

E-Mail Website
Guest Editor
College of Education & Behavioral Sciences, University of Indianapolis, Indianapolis, IN 46227, USA
Interests: project-based learning (PBL); mathematics education; professional development; teacher leadership; teacher education

Special Issue Information

Dear Colleagues,

Project-based learning (PBL) is a pedagogical approach that encourages the incorporation of various disciplines, aiming to foster a profound comprehension of how knowledge is developed and employed. STEM education has become a prominent focus in K-16 curricula, emphasizing the interconnectedness of these fields in preparing students for a dynamic future. To address these important topics, the forthcoming Special Issue of Education Sciences intends to provide relevant, interesting, and challenging articles demonstrating research, analysis, and promising practice related to all aspects of implementing project-based learning in K-16 classrooms.  

Contributions encompassing a wide range of themes related to this topic are welcome, including but not limited to:

  • Emphasis on mathematics in STEM PBL education research, particularly pedagogical strategies that facilitate the integration of mathematics into STEM education;
  • Exploration of effective PBL strategies within STEM contexts;
  • Examination of the impact of PBL on students' conceptual understanding and achievement;
  • Evaluation of the challenges and benefits of incorporating PBL in K-16 STEM education;
  • Laying the foundation for the effective use of PBL through theoretical and conceptual frameworks in STEM education;
  • Integrating social justice and culturally relevant pedagogy in PBL for STEM education;
  • Supporting special populations in STEM education;
  • Assessing student outcomes of PBL in STEM education.

This Special Issue aims to advance our understanding of PBL in promoting interdisciplinary education and its integration into STEM education. Researchers and practitioners are encouraged to submit papers delving into these themes, thereby contributing to the development of effective PBL pedagogical practices in STEM education environments.

Dr. Mi Yeon Lee
Dr. Jean S. Lee
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • project-based learning
  • STEM education
  • mathematics education
  • research-based practices

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Published Papers (6 papers)

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Research

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14 pages, 1338 KiB  
Article
Transforming Learning Orientations Through STEM Interdisciplinary Project-Based Learning
by Soobin Seo, Dustin S. J. Van Orman, Mark Beattie, Lucrezia Cuen Paxson and Jacob Murray
Educ. Sci. 2024, 14(11), 1154; https://doi.org/10.3390/educsci14111154 - 25 Oct 2024
Viewed by 803
Abstract
Science, technology, engineering, and math (STEM) education is challenged by industries to incorporate business, engineering, and communication experiences to prepare students for workplace success. In this study, we outline an approach—the STEM Oriented Alliance for Research (SOAR)—to enhance student experience by offering interdisciplinary [...] Read more.
Science, technology, engineering, and math (STEM) education is challenged by industries to incorporate business, engineering, and communication experiences to prepare students for workplace success. In this study, we outline an approach—the STEM Oriented Alliance for Research (SOAR)—to enhance student experience by offering interdisciplinary project-based learning (IPBL) for undergraduate students majoring in electrical engineering, communications, and marketing. We examined how students’ disciplinary and cooperative orientations toward learning shifted in response to their experiences in a semester-long interdisciplinary project-based learning experience with authentic industry outputs. Using a multi-method approach, we explored how interdisciplinary projects influenced student experiences in terms of five collaboration abilities: positive interdependence, accountability, promotive interaction, group processing, and social skills. Further, we observed a shift from fixed- to more growth-oriented mindsets, and from a primarily disciplinary to interdisciplinary focus for their future professional work. The outcomes of the SOAR project make clear that providing structure for professional cooperation on interdisciplinary projects can have profound effects on how students learn to cooperate and position themselves as learners. For most SOAR participants, the experience was deeply formative and contributed to their readiness to cooperate and learn within the interdisciplinary and STEM-oriented workforce. Full article
(This article belongs to the Special Issue Project-Based Learning in Integrated STEM Education)
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19 pages, 3992 KiB  
Article
Project-Based Learning in Interdisciplinary Spaces: A Case Study in Norway and the United States
by Margaret Ann Bolick, Malena Thomassen, Jennifer Apland, Olivia Spencer, Fantasi Nicole, Sonja Kim Ngan Tran, Matthew Voigt and Kelly Best Lazar
Educ. Sci. 2024, 14(8), 866; https://doi.org/10.3390/educsci14080866 - 10 Aug 2024
Cited by 1 | Viewed by 2493
Abstract
The research described in this case study features a cohort of five exchange students from post-secondary institutions in Norway and the United States who collaboratively engaged in a project-based learning experience infused with aspects of place-based education, lesson study, and the pedagogical technique [...] Read more.
The research described in this case study features a cohort of five exchange students from post-secondary institutions in Norway and the United States who collaboratively engaged in a project-based learning experience infused with aspects of place-based education, lesson study, and the pedagogical technique “students as partners”. The students were tasked with crafting an interdisciplinary lesson combining mathematics and environmental science to address a localized problem in the Southeastern United States. This study reflects on how the students participated in project-based learning as well as the instructional practices that supported student engagement. Students identified an increase in understanding of interdisciplinary and multicultural Science, Technology, Engineering, and Mathematics (STEM) education, a broader understanding of instructional practices, and exposure to educational research. Data were collected throughout the study using a variety of techniques, including discussion posts, collaborative documents, and reflections to gauge student experience and project progress. The results provide evidence to support the use of project-based learning in postsecondary STEM classrooms and emphasize the benefits of engaging students in curriculum development. Full article
(This article belongs to the Special Issue Project-Based Learning in Integrated STEM Education)
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16 pages, 770 KiB  
Article
Conceptualizing an Initial Framework to Support Discipline-Rich Project-Based Learning in STEM
by Monica Sircar, Sheila Orr, Carlee Madis and Sarah DiMaria
Educ. Sci. 2024, 14(7), 793; https://doi.org/10.3390/educsci14070793 - 22 Jul 2024
Viewed by 2357
Abstract
Project-Based Learning (PBL) is positioned as a pedagogical approach to support authentic, discipline-rich STEM curricula. However, much of the research has focused on the effectiveness of researcher-created curricula rather than teacher-created curricula. In this manuscript, we seek to illuminate the ways in which [...] Read more.
Project-Based Learning (PBL) is positioned as a pedagogical approach to support authentic, discipline-rich STEM curricula. However, much of the research has focused on the effectiveness of researcher-created curricula rather than teacher-created curricula. In this manuscript, we seek to illuminate the ways in which teachers create discipline-rich STEM projects. Drawing on the theory of the curriculum enactment process, we analyzed curricular artifacts from our teaching practices that we created as secondary STEM teachers who designed and enacted project-based learning. From the analysis, we propose a framework grounded in disciplinary standards to support teachers in creating discipline-rich STEM projects by attending to (1) the Elements of PBL; (2) Content Storyline; (3) Practice Pathway. Full article
(This article belongs to the Special Issue Project-Based Learning in Integrated STEM Education)
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26 pages, 1467 KiB  
Article
Establishing a PBL STEM Framework for Pre-Service Teachers
by Lisa N. Pitot, Maggie Lee McHugh and Jennifer Kosiak
Educ. Sci. 2024, 14(6), 571; https://doi.org/10.3390/educsci14060571 - 26 May 2024
Viewed by 1128
Abstract
Research into pre-service teachers’ (PSTs) ability to develop meaningful interdisciplinary, project-based curricula is lacking; at the same time, many young adolescents fail to see the connections between their schoolwork and the real world. As such, there is a need for new methods to [...] Read more.
Research into pre-service teachers’ (PSTs) ability to develop meaningful interdisciplinary, project-based curricula is lacking; at the same time, many young adolescents fail to see the connections between their schoolwork and the real world. As such, there is a need for new methods to prepare elementary and middle school teachers’ abilities to integrate mathematics and science through authentic content. This article will examine how elementary and middle PSTs collaborated across their mathematics and science methods courses to design project-based learning (PBL) unit plans that integrate social justice and global awareness in a STEM context. The content analysis of 25 distinct PBL unit plans documented the levels at which PSTs could incorporate practical PBL design elements into their projects, integrate robust mathematical content, and identify connections to social justice and global awareness. Through this analysis, we will share the successes and challenges faced in guiding PSTs to create PBL STEM units and present a series of next steps that could be taken to further this cross-curricular endeavor. Full article
(This article belongs to the Special Issue Project-Based Learning in Integrated STEM Education)
13 pages, 1772 KiB  
Article
Multidisciplinary Capstone Senior Design Projects: A Comparative Analysis of Industry–Sponsored and Faculty–Sponsored Projects Using Comprehensive Performance Metrics
by Mohamed M. Morsy, Md. Nizam Uddin and Faycal Znidi
Educ. Sci. 2024, 14(3), 314; https://doi.org/10.3390/educsci14030314 - 16 Mar 2024
Viewed by 1457
Abstract
Engineering education has continually evolved to embrace Project–Based Learning (PBL), a dynamic classroom approach emphasizing learning through engagement in real–world projects. The study conducts a comparative analysis of multidisciplinary Capstone Senior Design Projects across Electrical Engineering, Mechanical Engineering, and [...] Read more.
Engineering education has continually evolved to embrace Project–Based Learning (PBL), a dynamic classroom approach emphasizing learning through engagement in real–world projects. The study conducts a comparative analysis of multidisciplinary Capstone Senior Design Projects across Electrical Engineering, Mechanical Engineering, and Computer Science at Texas A&M University at Texarkana. The research emphasizes understanding the dynamics of student collaboration within these disciplines and scrutinizes the impact of industry and faculty sponsorship on these projects. The methodology involves a comprehensive comparative analysis, employing diverse performance metrics to evaluate the effectiveness of different sponsorship models. This approach aims to uncover the influence of these models on project outcomes and students’ educational experiences. The results reveal notable differences between industry–sponsored and faculty–sponsored projects. Industry sponsorship leads to higher performance in overall project execution and professional skills development. In contrast, faculty–sponsored projects are more effective in nurturing teamwork and communication abilities among students. The findings suggest that each sponsorship type presents unique benefits and challenges. Industry–sponsored projects provide valuable hands–on problem–solving experience, though they may suffer from inconsistencies in mentorship and varying expectations. Faculty–sponsored projects offer a more stable and consistent educational environment but might lag slightly in performance metrics. Integrating elements from both sponsorship models could provide students with a more balanced and enriching learning experience. Full article
(This article belongs to the Special Issue Project-Based Learning in Integrated STEM Education)
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Review

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12 pages, 214 KiB  
Review
What’s the Difference? A Comparison of Student-Centered Teaching Methods
by Joshua R. Goodwin
Educ. Sci. 2024, 14(7), 736; https://doi.org/10.3390/educsci14070736 - 5 Jul 2024
Cited by 2 | Viewed by 4419
Abstract
Many approaches to teaching and learning are classified as student-centered. The current literature evaluates these methods in-depth either individually or by comparing two or three at a time. This article provides a comparison of multiple student-centered teaching methods, with examples, employed in contemporary [...] Read more.
Many approaches to teaching and learning are classified as student-centered. The current literature evaluates these methods in-depth either individually or by comparing two or three at a time. This article provides a comparison of multiple student-centered teaching methods, with examples, employed in contemporary education. The aim is to assess the key characteristics associated with different approaches by investigating five popular student-centered teaching methodologies: activity-based learning, inquiry-based learning, cooperative learning, problem-based learning, and project-based learning. The results enable educators to make informed decisions about instructional strategies and provide a stepping stone for further research. Full article
(This article belongs to the Special Issue Project-Based Learning in Integrated STEM Education)
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