In their role as co-researchers, participating teachers have been investigating how to implement the principles of problem-based learning (PBL) within their STEM classrooms. Throughout the project, teachers, as co-researchers, have been working with the principles of PBL to make sense of these in relation to their STEM teaching. Working with these principles has prompted teachers to think differently and deeply about the conditions and opportunities they create to enhance student learning in STEM. Adopting a new approach to STEM education is not without its challenges. Whilst investigating their practice, teachers have communicated the challenges they experienced, and further considerations emerging from their experiences.
The teachers’ findings will be used to inform the development of a pedagogical framework for PBL in STEM education which includes:
Creating a rich and relevant context for students was another challenge for teachers in the project. Unlike PBL used in higher education settings such as in Medicine or Engineering where the context for learning is already set and relevant, in primary and secondary schools, teachers need to create a rich context for student learnings. The teachers recognised that they needed to consult with the students to ensure the context was relevant, which then fed into planning and assessment. This was explained by one of our teachers during our fourth PL day:
Moving forward we created opportunities to develop their ideas BEFORE activities to allow for their input in design. We developed more confidence in applying their interests, ideas and perspectives into future planning. We also began to co-construct assessment tools which lead to high levels of understanding of program goals and buy in.
Teachers were initially unsure about the ‘skills’ and language required by students to demonstrate active and strategic metacognitive reasoning. Working through these challenges enabled teachers to deep dive into how they could best support their students to develop these skills.
Teachers questioned the meaning of the word ‘collaboration’, and brainstormed the difference between collaboration and group work. Teachers came to recognise that just because students may work together in a group didn’t necessarily mean they were collaborating. This was explained by one of our BCE teachers during our second PL day.
To learn more about how teachers’ thinking has shifted throughout the course of the project, take a look at our recent Teacher Magazine articles co-authored by some of our teacher co-researchers:
To read more about working with teaches as co-researchers, take a look at our Teacher Magazine article by our lead investigators:
RMIT University acknowledges the people of the Woi wurrung and Boon wurrung language groups of the eastern Kulin Nation on whose unceded lands we conduct the business of the University. RMIT University respectfully acknowledges their Ancestors and Elders, past and present. RMIT also acknowledges the Traditional Custodians and their Ancestors of the lands and waters across Australia where we conduct our business - Artwork 'Sentient' by Hollie Johnson, Gunaikurnai and Monero Ngarigo.
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