STEM Project-Based Instruction: An Analysis of Teacher-Developed Integrated STEM PBI Curriculum Units

Abstract

Integrated science, technology, engineering, and mathematics (STEM) and project-based instruction (PBI) have both received increased attention as instructional approaches that allow for deep, authentic student learning. However, there has been little research that explores the overlap of these two related yet distinct approaches. In this case study, eight teacher-developed STEM PBI curriculum units for grades 1–8 were analyzed using content analysis methods. Each unit was scored for integrated STEM and PBI quality. Findings highlight strengths related to an authentic context for learning, opportunities for communication, and the development of a final product that is shared publicly. However, weaknesses were also apparent related to STEM content integration and learning goals, student voice and choice, assessment, and organization. Notably, the content analysis also illustrated that the units developed for elementary grades (1 and 5) were generally stronger than those units developed for middle-school grades (7 and 8). Implications for practice and future research are discussed.

Analyzing epistemic frames during STEM instructional coaching meetings: a quantitative ethnography approach

“…The ability to achieve this aim using a novel methodology expands the instructional coaching literature. In addition, given the evidence of improved use of studentcentered teaching practices within this specific instructional coaching context (see Wieselmann et al, 2022), this study provides insights into effective coaching practices.…”

“…This study builds upon our previous work (Wieselmann and Sager, 2023;Wieselmann et al, 2022) to understand instructional coaches' ways of collective knowing with a first-year in-service teacher as they provide support through the implementation of an integrated science, technology, engineering and mathematics (STEM) unit during planning and debrief meetings. The research question guiding this study is "What differences are seen in epistemic frames of instructional coaching conversations between planning and debrief meetings, and how do these foci differ between instructional coaches and the teacher?…”

“…This study took place in a large urban school district in the Southwestern United States. Three university-based instructional coaches, two of whom are authors of this paper, supported a first-year in-service science teacher, Nick (pseudonym), who was implementing an inquiry-based integrated STEM unit focused on concepts of force and motion (Wieselmann et al, 2022). After learning about the researchers' work in developing curriculum resources for a new STEM school, Nick, a teacher at a public middle school, reached out to the researchers to participate and receive additional pedagogical support.…”

Establishing a PBL STEM Framework for Pre-Service Teachers

“…A PBL STEM framework integrating global awareness requires a foundational understanding of two critical components-PBL design elements and integrated STEM instructional elements [12]. While PK-12 education practices may identify and focus on these foundations separately, the realization of an integrated approach encourages each content area to be equally emphasized in the teaching and learning of STEM, where content elements are interwoven throughout the project.…”

“…Rather than teaching content in isolated classrooms, an integrated STEM education calls for combining the subject areas through relevant contexts to engage students and increase their understanding of and connection across each subject area [5,12,17,18]. Integrated STEM instruction can enhance student engagement [5], increase interest in STEM [12], and make learning more meaningful [18].…”