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SPRING 2016
Project-based Learning in a STEM Classroom
by Tooba Mansoor
Previous evidence on project-based learning (PBL) has shown to
cultivate student interest in science, technology, engineering, and
mathematics (STEM) since projects involve genuine problem-
solving skills, working and collaborating with others, and coming
up with tangible solutions (Fortus et al. 2005). PBL is an active and
engaging approach to teaching and enables students to explore
real-world problems and challenges in a small-group setting.
“Learning by doing”, or the project approach to STEM, is based
on the constructivist theory (Fortus et al. 2005) that has been
shown to enhance student achievement in higher-level cognitive
tasks (Satchwell & Loepp, 2002). Students develop cross-
curriculum expertise by creating meaningful projects that require
planning, persistent engagement, setting priorities, and
management of resources (Barron & Darling-Hammond, 2008).
Previous literature also suggests that the best learning occurs when students are taught to construct their own knowledge of
the world around them (Satchwell & Loepp, 2002).
In my PBL-based STEM classroom, students are provided with an essential question for the unit. Students are able to
do independent research from credible sources using technology and come up with a plan and design before working in
their small groups. They develop confidence and self-direction as they move through both independent and team-based
work. In teams, these students create a project in the form of a 3-D prototype, pamphlet, stop-motion video, 3D model using
a CAD program, digital flipbook, animation, comic, video clip, etc., which meets or exceeds the project expectations.
Students are also asked to do literature search and write a research paper that goes along with their project. The content unit
is concluded with group presentations. Rubrics are used to evaluate each portion of the project. Teaching this way makes it
easier to fulfil Next Generation Science Standards and Common Core State Standards. It also provides an opportunity for
the teacher to incorporate evidence-based best teaching practices such as inquiry and cooperative learning for each unit
lesson. My students perceive the feedback of project-based work as more meaningful and have expressed their interest in
pursuing a career or engage in activism that relates to the project they have developed.
References:
Barron, B., & Darling-Hammond, L. (2008). Teaching for meaningful learning: A review of research on inquiry-based and
cooperative learning. Powerful Learning: What We Know About Teaching for Understanding (pp. 11-70).
Fortus, D., Krajcikb, J., Dershimer, R. C., Marx, R. W., & Mamlok-Naamand, R. (2005). Design-based science and real-world
problem solving. International Journal of Science Education, 855–879.
Satchwell, R., & Loepp, F. L. (2002). Designing and Implementing an Integrated Mathematics, Science, and Technology Curriculum
for the Middle School. Journal of Industrial Teacher Education.
Tooba Mansoor is a science teacher at Dearborn Center for Math, Science, and Technology and a MDSTA Board director.
You can contact Ms. Mansoor at mansoot@dearbornschools.org
