Exploring the challenges and enablers of implementing a STEM Project-Based Learning programme in a diverse junior secondary context

Journal article


Wilson, Kimberley. (2021). Exploring the challenges and enablers of implementing a STEM Project-Based Learning programme in a diverse junior secondary context. International Journal of Science and Mathematics Education. 19, pp. 881-897. https://doi.org/10.1007/s10763-020-10103-8
AuthorsWilson, Kimberley
Abstract

In the rush to implement STEM programmes in economically disadvantaged school districts, there is a pressing need to develop a stronger sense of what might be considered effective and appropriate STEM practices for diverse students. The aim of this study was to characterise the experience of implementing an integrated STEM Project-Based Learning (PBL) programme in an Australian secondary school located within a diverse, socio-economically disadvantaged community. To identify enablers and constraints in delivering STEM PBL in this context, the study utilised qualitative data from interviews with school teachers and leaders, school planning documents and an extended series of classroom observations. Key findings point towards the importance of building a school culture that supports innovative pedagogy; the need to purposefully scaffold the capabilities of teachers and students to engage with active learning; and the potential value of multi-dimensional assessment allowing students to demonstrate STEM proficiency through novel forms of evidence.

KeywordsInterdisciplinary instruction; Project-based learning; Secondary education; STEM education
Year2021
JournalInternational Journal of Science and Mathematics Education
Journal citation19, pp. 881-897
PublisherSpringer
ISSN1571-0068
Digital Object Identifier (DOI)https://doi.org/10.1007/s10763-020-10103-8
Scopus EID2-s2.0-85086364321
Research or scholarlyResearch
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Place of publicationNetherlands
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