A Retrospective Examination of STEM Teachers’ Use of Project-based Learning Once Employed

Main Article Content

Pamela Esprivalo Harrell
Christopher Long
Karthigeyan Subramaniam
Ruthanne Thompson
Marlon Harris

Abstract

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.

Article Details

Section
Research / Empirical
Author Biography

Pamela Esprivalo Harrell, University of North Texas

Pamela Esprivalo Harrell is a Professor in Teacher Education & Administration at the University of North Texas. Her research interests include the topics of science teacher quality and science teacher effectiveness.