STEM Project-Based Learning

1. Front Matter

   Pages i-xii

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2. Why PBL? Why STEM? Why now? an Introduction to STEM Project-Based Learning

   • Robert M. Capraro, Scott. W. Slough

   Pages 1-5

3. The Project Method in Historical Context

   • Lynn M. Burlbaw, Mark J. Ortwein, J. Kelton Williams

   Pages 7-14

4. Theoretical Framework for the Design of STEM Project-Based Learning

   • Scott. W. Slough, John O. Milam

   Pages 15-27

5. Engineering Better Projects

   • James R. Morgan, April M. Moon, Luciana R. Barroso

   Pages 29-39

6. W3 of Project-Based Learning

   • Serkan Özel

   Pages 41-49

7. Interdisciplinary Stem Project-Based Learning

   • Mary Margaret Capraro, Meredith Jones

   Pages 51-58

8. STEM Project-Based Learning

   • Alpaslan Sahin

   Pages 59-64

9. Technology in STEM Project-Based Learning

   • Ozcan E. Akgun

   Pages 65-75

10. Affordances of Virtual Worlds to Support STEM Project-Based Learning

    • Trina J. Davis

    Pages 77-83

11. STEM Project-Based Learning and Teaching for Exceptional Learners

    • Denise A. Soares, Kimberly J. Vannest

    Pages 85-98

12. Classroom Management Considerations

    • James R. Morgan, Scott W. Slough

    Pages 99-107

13. Changing views on Assessment for STEM Project-Based Learning

    • Robert M. Capraro, M. Sencer Corlu

    Pages 109-118

14. English Language Learners and Project-Based Learning

    • Zohreh Eslami, Randall Garver

    Pages 119-128

15. Project-Based Learning

    • Caroline R. Pryor, Rui Kang

    Pages 129-138

16. Back Matter

    Pages 139-210

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This second edition of Project-Based Learning (PBL) presents an original approach to Science, Technology, Engineering and Mathematics (STEM) centric PBL. We define PBL as an “ill-defined task with a well-defined outcome,” which is consistent with our engineering design philosophy and the accountability highlighted in a standards-based environment. This model emphasizes a backward design that is initiated by well-defined outcomes, tied to local, state, or national standard that provide teachers with a framework guiding students’ design, solving, or completion of ill-defined tasks. This book was designed for middle and secondary teachers who want to improve engagement and provide contextualized learning for their students. However, the nature and scope of the content covered in the 14 chapters are appropriate for preservice teachers as well as for advanced graduate method courses. New to this edition is revised and expanded coverage of STEM PBL, including implementing STEM PBL with English Language Learners and the use of technology in PBL. The book also includes many new teacher-friendly forms, such as advanced organizers, team contracts for STEM PBL, and rubrics for assessing PBL in a larger format.

• STEM
• interdisciplinary
• middle and high school
• technology
• project-based learning

• Texas A&M University, USA

  Robert M. Capraro, Mary Margaret Capraro, James R. Morgan

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