Refining the framework for school-based STEM education

Press/Media: Article/Feature

Description

One of the advantages of a STEM focus over traditional teaching methods is the suitability of problem-based learning (PBL) as a pedagogical approach.

Through PBL, processes and knowledge from science, mathematics, engineering and technology are integrated to tackle real-world problems in situations that are uncertain, not solvable by existing algorithms, and require collaboration and teamwork.

PBL provides opportunities for self-directed inquiry, rich potential for the development of 21st-century skills, and deeper understanding of content.

Period30 Nov 2021

Media contributions

1

Media contributions

  • TitleRefining the framework for school-based STEM education
    Media name/outletMonash Lens
    Media typeWeb
    Country/TerritoryAustralia
    Date30/11/21
    DescriptionOne of the advantages of a STEM focus over traditional teaching methods is the suitability of problem-based learning (PBL) as a pedagogical approach.

    Through PBL, processes and knowledge from science, mathematics, engineering and technology are integrated to tackle real-world problems in situations that are uncertain, not solvable by existing algorithms, and require collaboration and teamwork.
    To better explore the connection and possibilities of PBL in STEM education, a team of researchers and teacher practitioners from a range of tertiary, secondary and primary educational contexts have come together to address what we’ve coined, somewhat provocatively, #theSTEMproblem.
    Researchers from Monash University and the University of Queensland are leading this three-year Australian Research Council-funded project, working with expert teachers from Melbourne Archdiocese Catholic Schools (MACS) and Brisbane Catholic Education (BCE) to explore and identify key ideas and strategies for development and implementation of PBL in the classroom.
    URLhttps://lens.monash.edu/2021/11/30/1384189/problem-based-learning-as-a-stem-teaching-method
    PersonsPeter Ellerton, Kathy Smith, Jennifer Mansfield, Amanda Berry, Deborah Corrigan, Nicoleta Maynard
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Keywords

  • Problem-based learning
  • STEM education
  • Teacher professional learning
  • Teaching
  • PBL

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