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ERIC Number: EJ1459682
Record Type: Journal
Publication Date: 2024
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2692-241X
Available Date: N/A
A Retrospective Examination of STEM Teachers' Use of Project-Based Learning Once Employed
Electronic Journal for Research in Science & Mathematics Education, v28 n3 p16-36 2024
This study explored science and mathematics teachers' knowledge and beliefs about project-based instruction (PBL). Data included two focus groups, and a 12-item questionnaire administered to 138 teachers. The response rate was 70% (n=96). Results show strong teacher knowledge of PBL Gold Standard Design Elements/Teaching Practices, but low usage by teachers (68%) as less than 26% of instructional time was used to implement PBL. Of the respondents, 33 indicated they used PBL as a teaching strategy. Teachers felt prepared to use PBL, suggested it made learning fun, and helped students acquire academic content and 21st century skills. Challenges included: funding support, accountability requirements, time constraints, and lack of professional development support.
International Consortium for Research in Science & Mathematics Education. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ICRSME.Consultation@gmail.com; Web site: http://ejrsme.icrsme.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1911310
Author Affiliations: N/A