Student-selected, problem-Student-selected, problem-based learning to promote based learning to promote lifelong learning skills and lifelong learning skills and

diversity in STEMdiversity in STEM

Jim EgenriederJim Egenrieder

Virginia Tech, National Capital Virginia Tech, National Capital RegionRegion

OverviewOverview

Background on project-based learningBackground on project-based learningStrategies for promoting inquiryStrategies for promoting inquiryBuilding connections between STEM and Building connections between STEM and

non-STEM curriculanon-STEM curriculaDeveloping skills for lifelong learning, Developing skills for lifelong learning,

management and leadershipmanagement and leadershipPromoting projects that result in products Promoting projects that result in products

with extended utilitywith extended utilityAttracting students to STEM careersAttracting students to STEM careers

IntroductionIntroduction

Project-based learning has been part of the Project-based learning has been part of the school curriculum for nearly a centuryschool curriculum for nearly a century

teacher strategies have changed teacher strategies have changed significantly significantly

now an integral part of the curriculum, now an integral part of the curriculum, rather than a supplement rather than a supplement

Breaks the traditional classroom routines Breaks the traditional classroom routines characterized by control, reiteration and characterized by control, reiteration and duplication, and standardization. duplication, and standardization.

Goal for the STEM educatorGoal for the STEM educator

to develop and maintain students’ to develop and maintain students’ connections to STEM tools and practices connections to STEM tools and practices that foster lifelong learning and that foster lifelong learning and appreciation for STEM disciplines appreciation for STEM disciplines

Even when such students do not pursue Even when such students do not pursue STEM careers, their appreciation for STEM careers, their appreciation for STEM connections in the world around STEM connections in the world around them benefits everyone. them benefits everyone.

Pedagogy of Project-Based Pedagogy of Project-Based LearningLearning

involves students in project design, involves students in project design, problem-solving investigations or problem-solving investigations or experiences that give students extended experiences that give students extended

periods of time to work autonomously.periods of time to work autonomously. resulting products or presentations resulting products or presentations

demonstrate understanding, application demonstrate understanding, application and often, synthesis. and often, synthesis.

Other components:Other components:

authentic content and assessment, authentic content and assessment, a reduced role for the teacher as instructor, a reduced role for the teacher as instructor, increased role as a facilitatorincreased role as a facilitator cooperative learningcooperative learning reflective self-assessmentreflective self-assessment constructivismconstructivism development of adult skillsdevelopment of adult skills community involvementcommunity involvement cognitive use of technology-based tools cognitive use of technology-based tools

Project-based learning is also well-Project-based learning is also well-rooted in constructivist principlesrooted in constructivist principles

CollaborationCollaboration personal autonomypersonal autonomy guiding the next generationguiding the next generation reflection and self assessmentreflection and self assessment Peer assessmentPeer assessment active engagementactive engagement personal relevancepersonal relevance and pluralismand pluralism

Project-based learning as inquiryProject-based learning as inquiry

Project-based learning is an informal type Project-based learning is an informal type of inquiry learning. of inquiry learning.

provides relevance, depth, application and provides relevance, depth, application and understanding to the formal transfer of understanding to the formal transfer of knowledgeknowledge

inquiry, whether formal or informal, does inquiry, whether formal or informal, does not entirely replace the efficiency and not entirely replace the efficiency and effectiveness of lectures and classroom effectiveness of lectures and classroom discussion. discussion.

5-E Approach to Inquiry5-E Approach to Inquiry

IDENTIFY THE SCIENTIFIC CONCEPT IDENTIFY THE SCIENTIFIC CONCEPT FOR THE LESSONFOR THE LESSON

Engage - Engage - real-world or practical applicationsreal-world or practical applications Explore - Explore - opportunities for students to observe, opportunities for students to observe,

collect and record informationcollect and record information

Explain – Explain – driven by research questionsdriven by research questions

Elaborate (Extend) – Elaborate (Extend) – deepen students’ deepen students’ understandingunderstanding

Evaluate – Evaluate – throughout; and then revisethroughout; and then revise

Inquiry and Established Inquiry and Established CurriculaCurricula

NSES promote an emphasis on guiding NSES promote an emphasis on guiding students in active and extended inquirystudents in active and extended inquiry

NSES also promote teachers’ recognizing NSES also promote teachers’ recognizing and responding to students’ individual and responding to students’ individual interests, strengths, experiences and interests, strengths, experiences and needs needs

AAAS promotes inquiry through AAAS promotes inquiry through investigation as the tool for scientific investigation as the tool for scientific literacy literacy

In VirginiaIn Virginia

Beginning with the third grade, all Virginia Science Beginning with the third grade, all Virginia Science Standards of Learning except chemistry begin Standards of Learning except chemistry begin with, “The student will plan and conduct with, “The student will plan and conduct investigations in which…” followed by a grade-investigations in which…” followed by a grade-specific or subject-specific list of metrics that specific or subject-specific list of metrics that typically include observations, background typically include observations, background research, and the construction of a scientific research, and the construction of a scientific viewpoint (Virginia Department of Education, viewpoint (Virginia Department of Education, 2007). 2007).

Standards for the younger grades and chemistry Standards for the younger grades and chemistry include investigations but not planning. include investigations but not planning.

Project-based learning allows for Project-based learning allows for cognitive scaffolding that parallels cognitive scaffolding that parallels

the most familiar scientific methods: the most familiar scientific methods:

a.) a problem or question is identified; a.) a problem or question is identified; b.) background information is developed to identify b.) background information is developed to identify

possible solutions; possible solutions; c.) procedures to evaluate the solution are c.) procedures to evaluate the solution are

performed; performed; d.) inferences are made; d.) inferences are made; e.) the solution is evaluated in consideration of e.) the solution is evaluated in consideration of

other knowledge; other knowledge; f.) the results are presented to others; and f.) the results are presented to others; and g.) the outcomes are discussed and further inquiry g.) the outcomes are discussed and further inquiry

is considered is considered

The Nature of Science:The Nature of Science:

demand for empirical evidencedemand for empirical evidencemultiple approaches to defining problems multiple approaches to defining problems

and conducting researchand conducting research the creative aspects of researchthe creative aspects of research the role of technologiesthe role of technologies recognition of inherent subjectivity, and recognition of inherent subjectivity, and the cultural and social influences on the cultural and social influences on

sciencescience

Project-based learning Project-based learning opportunities:opportunities:

development of development of new skillsnew skills

exploration of exploration of curiositiescuriosities

practice in practice in project-project-managementmanagement

differentiation in differentiation in instructioninstruction

Procedures vs. InvestigationsProcedures vs. Investigations

Procedures Procedures prescribed steps prescribed steps prescribed prescribed

outcomeoutcome ““cookbook labs”cookbook labs”Hands-onHands-on

Investigation Investigation answer questions answer questions

or solve problemsor solve problemsopen-ended open-ended

inquiryinquiry includes includes

proceduresprocedures

Inquiry means….Inquiry means….

InvestigateInvestigateExperimentExperimentExploreExploreDesignDesignDevelopDevelop

Procedures vs. InvestigationsProcedures vs. Investigations

Procedures vs. InvestigationsProcedures vs. Investigations

Student-selected projects:Student-selected projects:

connections between their classroom connections between their classroom experiences and their interests and experiences and their interests and environments. greater opportunities for environments. greater opportunities for cross-curricular discoveries cross-curricular discoveries

greater student investmentgreater student investmentPositive experience in schoolPositive experience in schoolMeaningful experience with inquiryMeaningful experience with inquiryconnections between their interests and connections between their interests and

STEMSTEM

Benefits of student-choice in Benefits of student-choice in project-based learningproject-based learning

1.1. Students take greater ownership in their projects and the products.Students take greater ownership in their projects and the products.

2. Students benefit from control of their curriculum.2. Students benefit from control of their curriculum.

3. Particularly in larger projects, all students can participate, and they can 3. Particularly in larger projects, all students can participate, and they can often choose the level at which they participate.often choose the level at which they participate.

4. Students develop tools for lifelong learning. 4. Students develop tools for lifelong learning. 5. Field experiences provide practice for developing and validating data 5. Field experiences provide practice for developing and validating data

collection protocols and procedures.collection protocols and procedures.

6.6. Data collected by students can have an impact on the community.Data collected by students can have an impact on the community.

7. Student involvement often leads to greater parent involvement and 7. Student involvement often leads to greater parent involvement and contribution of resources.contribution of resources.

Projects Producing Products with Projects Producing Products with UtilityUtility

What happens when a teacher is the only What happens when a teacher is the only audience for documents, models and other audience for documents, models and other demonstrations of learning?demonstrations of learning?

Secondary teachers should require that all Secondary teachers should require that all projects have a product with utility beyond projects have a product with utility beyond the student or students that developed it. the student or students that developed it.

ExamplesExamples

Watershed MonitoringWatershed Monitoring Invasive plant removalInvasive plant removalScience newsletters Science newsletters Neighborhood TreesNeighborhood TreesTaxidermyTaxidermyBee-KeepingBee-Keeping

Remote-Controlled Aerial Remote-Controlled Aerial VideographyVideography

Indigenous Fisheries / EmbryologyIndigenous Fisheries / Embryology

More on fishesMore on fishes

Biodiesel and Waste Oil FuelsBiodiesel and Waste Oil Fuels

ForestryForestry

STEM and Diverse LearnersSTEM and Diverse Learners

All students have fundamental needs All students have fundamental needs (Osterman, 2000):(Osterman, 2000):

desire to belong or to feel accepteddesire to belong or to feel acceptedcontrol or power to set their own goalscontrol or power to set their own goalsself-determination or freedom to pursue self-determination or freedom to pursue

their goalstheir goalspleasure, satisfaction, or fun pleasure, satisfaction, or fun

Reaching a more diverse group of Reaching a more diverse group of students: students:

Artists Artists Poets Poets Athletes Athletes Gamers Gamers Skaters Skaters Others:Others:

food choicesfood choices human sexualityhuman sexuality diseases in their family diseases in their family

Project Management ConcernsProject Management Concerns

expanded monitoring and troubleshooting by the expanded monitoring and troubleshooting by the teacherteacher

spreadsheets are helpful for tracking project spreadsheets are helpful for tracking project milestones, recording project names, and milestones, recording project names, and keeping track of experts, permissions and keeping track of experts, permissions and action-items. action-items.

teachers can delegateteachers can delegate teacher must also guide the students to manage teacher must also guide the students to manage

their own projectstheir own projects prepared forms, or better, memoranda or email prepared forms, or better, memoranda or email

to mimic the workplace to mimic the workplace

PresentationsPresentations reflective of the products, but not be the focus of reflective of the products, but not be the focus of

the projectthe project product minimizes importance of the product minimizes importance of the

presentationpresentation presentation can be shortened significantlypresentation can be shortened significantly allows for 10 to 15 presentations per weekallows for 10 to 15 presentations per week presentations become routine, and a life skillpresentations become routine, and a life skill experience with presentation technology, (e.g., experience with presentation technology, (e.g.,

PowerPoint and Blackboard) prepares students PowerPoint and Blackboard) prepares students for higher education and the workplacefor higher education and the workplace

web pages highlighting their project and findings web pages highlighting their project and findings are marketable skillsare marketable skills

Project and Product ConcernsProject and Product Concerns

murals in schools are permanentmurals in schools are permanentweb pages are available worldwide, 24 web pages are available worldwide, 24

hours as dayhours as daystudents off school groundsstudents off school grounds relationships with expertsrelationships with experts

What About the Science and What About the Science and Engineering Fair?Engineering Fair?

Most science fair projects do not receive any Most science fair projects do not receive any special recognition and may discourage special recognition and may discourage students.students.

However, teachers can promote a timeline However, teachers can promote a timeline and structure for IRB and SRC reviewand structure for IRB and SRC review

SummarySummary The value of project-based learning in STEM disciplines is The value of project-based learning in STEM disciplines is

enhanced when teachers facilitate students’ selection of project enhanced when teachers facilitate students’ selection of project topics.topics.

Students take greater ownership in their projects and benefit from Students take greater ownership in their projects and benefit from control of their curriculum in choosing the level at which they control of their curriculum in choosing the level at which they participate. participate.

They also develop tools for lifelong learning while gaining field They also develop tools for lifelong learning while gaining field experience in data collection. experience in data collection.

The communities benefit in many ways and often provide The communities benefit in many ways and often provide recognitions for students’ contributions, and this reflects on the recognitions for students’ contributions, and this reflects on the school, the teacher, and teenagers in general. school, the teacher, and teenagers in general.

Parents’ involvement in the community may also increase as they Parents’ involvement in the community may also increase as they facilitate their kid’s interests. facilitate their kid’s interests.

Community-focused projects may add additional challenges for Community-focused projects may add additional challenges for teachers because of the higher visibility of students’ activities.teachers because of the higher visibility of students’ activities.