New Perspectives in Science Education

Project/Problem-Based Learning (PBL) can provide an effective pedagogical strategy to support science education reform initiatives when implemented with fidelity. In the report, Rising Above the Gathering Storm, it was recommended that if the U.S. is to remain competitive in the 21st century economy, there must be a serious effort to “enlarge the pipeline of students who are prepared to enter college and graduate with a degree in STEM” (National Academy of Sciences, National Academy of Engineering, & Institute of Medicine, 2007, p. 6). The report included the recommendation that states develop statewide specialty STEM high schools (National Academy of Sciences, National Academy of Engineering, & Institute of Medicine, 2007, p. 6).  These specialty high schools would focus on preparing students in STEM disciplines, including the sciences.  In addition to focusing on science for students, these schools could support the next generation of science teachers.  In 2010, the state of Texas in the United States authorized the creation of STEM Academies. The initiative was implemented to develop specialty high schools similar to those described in Rising above the Gathering Storm. The primary instructional strategy of the academies is Problem- and Project-Based Learning. In the science context, PBL is well suited as a primary pedagogy for learning.  This research paper examines the role of PBL in supporting students in the science classroom in the context of STEM focused academies, including the results of a 7 year longitudinal case study that examined student achievement as measured by state accountability exams. The paper will also reports successes and barriers for creating and maintaining fidelity in instruction, teacher preparation, and academy model.

Keywords: Problem-Based Learning, Project-Based Learning, fidelity, STEM, Evaluation.

References:
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