Which projects design and which difficulties express on Project-Based Learning Secondary Education teachers. Analysis of 87 project proposals

Jordi Domènech-Casal, Sílvia Lope, Lluís Mora

Research output: Contribution to journalArticleResearch

Abstract

© 2019 Universidad de Cádiz y Asociación de Profesores Amigos de la Ciencia. All rights reserved. The STEM proposal aims to promote Science and Technology careers and connects with several pedagogic tools, perspectives and methodologies. Project-Based Learning (PBL) is a candidate methodology for STEM development. We have set a training activity on PBL applied to STEM for 82 in-service teachers (Science, Technology and Mathematics teachers). This program has been structured in two modules: presentation of good practices and design of new projects with several scaffolds (canvas, mentoring). We have analysed 87 PBL proposals designed by the participants according several didactic components (Context, Conflict, Discourse, Contents, Openness, Interdisciplinary) and identified 4 main kinds of projects. We analyse and discuss perceptions of teachers on PBL applied to STEM and teacher-training strategies.
Original languageEnglish
Article number2203
JournalRevista Eureka
Volume16
DOIs
Publication statusPublished - 1 Jan 2019

Keywords

  • Project-Based Learning
  • Secondary Education
  • STEM
  • Teacher-training

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