Understanding Problem Based Learning in school-based STEM education

To explore Problem Based Learning (PBL) as a way to enhance Australian school-based STEM education, researchers from Monash University and Queensland University (UQ) are working with Melbourne Archdiocese of Catholic Schools (MACS) and Brisbane Catholic Education (BCE). This presentation reports on the findings of Phase one which addresses the question: What principles define the fundamental nature and intention of a PBL model of STEM Education? PBL experts in both science and engineering, from across Australia and internationally, were invited to take part in online focus groups. The analysis aimed to elicit some key principles, issues and values associated with PBL from a practice perspective. Findings identified a range of key considerations including, the typology of problems, the importance of context, teacher identity, the role of time, assessing a process of learning rather than focusing on the assessment of a product, and understanding the difference between problem solving and PBL. The significance of the learning environment, including access to and use of both physical space and learning tools was also highlighted. This information informs the next phase of the project which explores the development of a pedagogical framework for school-based STEM education.