Objective: In this study, we investigated the implementation of project-based learning (PBL) activities in four secondary science, technology, engineering, and mathematics (STEM) education settings to examine the impact of inquiry based instructional practices on student learning. Method: Direct classroom observations were conducted during the 2013–2014 school year in STEM Traditional Courses, a STEM Platform School, an Engineering Optional Program (EOP), and a Virtual STEM Academy (VSA) to measure teacher instructional practices (School Observation Measure) and student engagement (The Rubric for Student-Centered Activities). Results: The four approaches to STEM education showed significant differences in their implementation of PBL, with the EOP and VSA having higher incidences of PBL activities. Additionally, higher-level questioning strategies, higher-order instructional feedback, and integration of STEM subject areas was absent or rarely observed. Conclusions: Components of PBL are missing in STEM education, in traditional and non-traditional STEM courses. In-service teachers may benefit from professional development that enhances their understanding of PBL activities to maximize student learning opportunities.

中文翻译：

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跨 STEM 教育计划的多种方法对学生参与基于项目的学习的研究

目标：在这项研究中，我们调查了基于项目的学习 (PBL) 活动在四个中等科学、技术、工程和数学 (STEM) 教育环境中的实施情况，以检查基于探究的教学实践对学生学习的影响。方法：在 2013-2014 学年对 STEM 传统课程、STEM 平台学校、工程可选项目 (EOP) 和虚拟 STEM 学院 (VSA) 进行直接课堂观察，以衡量教师教学实践（学校观察措施）和学生参与（以学生为中心的活动的准则）。结果：四种 STEM 教育方法在 PBL 的实施上表现出显着差异，EOP 和 VSA 的 PBL 活动发生率更高。此外，更高层次的提问策略，没有或很少观察到更高阶的教学反馈和 STEM 学科领域的整合。结论：在 STEM 教育、传统和非传统 STEM 课程中缺少 PBL 的组成部分。在职教师可能会受益于专业发展，从而增强他们对 PBL 活动的理解，从而最大限度地提高学生的学习机会。