An Exploratory Study of Science, Technology, Engineering, and Mathematics (STEM) Teachers’ Understanding and Practices Using Problem-Based Learning for Middle and High School Students

Abstract

This correlational study investigated middle and high school science, technology, engineering, and mathematics teachers,’ understanding and practices of problem-based learning in order to prepare students for careers in the twenty-first century. The findings, collected from a sample of 40 teachers, who are affiliated with Project Lead the Way, used a survey that correlated understanding and practices of problem-based learning to teachers’ curriculum, instruction, and assessment practices. This correlation revealed that even though science, technology, engineering, and mathematics teachers have a high percentage of understanding problem-based learning factors, as in Next Generation Science Standards, self-directed learning, and authentic assessment, they do not practice them. There is a significant correlation between the variables of students’ creativity and innovation, and teachers’ curriculum, and assessment practices that reveal their curriculum practices are integrated with the Next Generation Science Standards and include teaching students the concepts of creativity and innovation, which prepares them for twenty-first century careers that require these skills. Additionally, a correlation exists between students’ critical thinking and problem-solving and teachers’ curriculum, instruction, and assessment. This suggests that teachers develop an integrated curriculum that addresses real-world issues. Teachers in this study also use cooperative learning strategies that support a constructivist approach to teaching problem-based learning. Regarding assessment, teachers provide students oral and written feedback along with a rubric to measure the development of twenty-first century skills. The science, technology, engineering, and mathematics teachers at Project Lead the Way receive professional development, which has a positive impact on teachers' curriculum, instruction, and assessment understanding in this study.