STEM EDUCATION for the Twenty-First Century “PROJECT-BASED LEARNING WITH STEM”

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STEM EDUCATION for the Twenty-First Century “PROJECT-BASED LEARNING WITH STEM” NSTA ANNUAL CONFERENCE Indianapolis, IN March 31, 2012 LaMoine L. Motz, Ph.D. Jack Rhoton, Ph.D. Emma L. Walton, Ed.D.

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STEM EDUCATION for the Twenty-First Century “PROJECT-BASED LEARNING WITH STEM”. NSTA ANNUAL CONFERENCE Indianapolis, IN March 31, 2012 LaMoine L. Motz, Ph.D. Jack Rhoton, Ph.D. Emma L. Walton, Ed.D. What is project-based learning?. PROJECT-BASED LEARNING. Students: - PowerPoint PPT Presentation

Transcript of STEM EDUCATION for the Twenty-First Century “PROJECT-BASED LEARNING WITH STEM”

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STEM EDUCATIONfor the

Twenty-First Century“PROJECT-BASED LEARNING

WITH STEM” NSTA ANNUAL CONFERENCE

Indianapolis, INMarch 31, 2012

LaMoine L. Motz, Ph.D.Jack Rhoton, Ph.D.

Emma L. Walton, Ed.D.

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What is project-based learning?

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PROJECT-BASED LEARNINGStudents:

• Construct their own knowledge rather than memorizing it

• Make decisions based upon their findings

• Become proficient in problem-solving and decision-making

• Are engaged actively - use tools, technology (laptop, CBLs, PDAs, GPS), computer modeling programs

• Make decisions about resources, strategies and tools.

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How does project-based learning work for science

education?

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Students learn best when they experience science in

ACTION• Students learn by DOING & THINKING

ABOUT WHAT THEY ARE DOING

• Students learn and understand when they DISCOVER for themselves

• Students DEVELOP conceptual knowledge and LIFE-LONG LEARNING SKILLS

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A long-term student project

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PROJECT-BASED SCIENCE

• Students take on the "role of the scientist“• Students OBSERVE and QUESTION

phenomena• Pose EXPLANATIONS of what they observe• Devise and CONDUCT TESTS of their theories• ANALYZE DATA AND & DRAW CONCLUSIONS• DESIGN and BUILD models • Learning is SITUATIONAL and OPEN-ENDED,

is not aimed for a single "right" answer.

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PROJECT-BASED LEARNING

• Students collaborate to find solutions to problems

• Integrates multiple disciplines – science, mathematics, literacy, technical and art skills

• Involves communication -  reporting results orally or in writing

• Students take responsibility for their own learning

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PROJECT-BASED LEARNING ACTIVITIES

• Are long-term: semester or year-long

• Are student-centered: students are responsible for completing their own project

• Are integrated with real-world issues and practices - real-world phenomena

• Involve adequate, safe space and variety of materials

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And Involve a Variety of Students

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THINK ABOUTWhat types of projects

might students perform in

• Physics• Biology

• Earth Science• Chemistry

• Other Science Specialties

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Logistics• Projects will take more than one class

period• Some projects will require special tools and

equipment not usually in a science lab• Planning, and some execution, may be

done independently by student teams• Storage of project materials and work-in-

progress may be required• Areas where making a mess is OK will be

needed• Supervision is needed

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THINK ABOUTWhat is Project-based

learning in the context of STEM?

How does STEM impact curriculum, teaching and

learning in science?How does STEM impact

changes in PD for teachers and science

leaders?What types of spaces might be needed for

project-based science learning?

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National Science Facility Standards

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“We shape our buildings; thereafter they shape us.”

- Sir Winston Churchill

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CURRICULUM DRIVES DESIGN

The science curriculum must drive the planning and design

of the science facilities; otherwise the science facilities will dictate the curriculum and

instrucgtion for a long time.

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STEM

Science Technology Engineering Mathematics

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Defining STEM

• “Science, technology, engineering, and math is a meta-discipline, the creation of the whole.”• “Interdisciplinary and trans-disciplinary among discrete disciplines.”• “Opportunity for students to make sense of the world rather than learn isolated bits and pieces of phenomena.”

J. Morrison, TIES

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Constructing STEM Facilities (1)• Can combination classroom/laboratories be planned to support interdisciplinary work?• Is the infrastructure designed (conduit installed) so electrical and computer networks can be rearranged/repositioned when the furniture is rearranged?• Is the classroom/lab furniture modular and sturdy?• Are there spaces for large, medium and small groups to work collaboratively?• Are there spaces where individuals can pull away to ponder and reflect?

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Constructing STEM Facilities (2)• Are there ceiling and floor hooks?

• Is there access to computer media? Internet? Telephones? The outdoors?• Is there adequate space and surface area for a giant electrical Lego set capable of being constructed in an endless array of fractal patterns to enhance learning through both collaboration and individual inquiry and discovery? Reference: www.pkal.org

http://www.pkal.org/
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Attributes of a K-12 STEM Classroom/Laboratory

• Active and student-centered• Equipped to support spontaneous questioning as well as planned investigation• Center for innovation and invention• Classroom, laboratory, end engineering labs are physically ONE• Supportive of teaching of multiple modalities• Furniture is easily reconfigured• Electricity is accessible from both ceiling, floor and walls• Serves students with a variety of learning styles and disabilities. Reference:

www.tiesteach.org

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Learning science is an active process

• “In learning science, students describe objects and events, ask questions, acquire knowledge, construct explanations of natural phenomena, test those explanations in many different ways, and communicate their ideas to others.”

- National Science Education Standards, p. 20

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Student Project Spaces

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For more information …

• Curriculum & Science Facility Planning and Design www.themotzconsultinggroup.com

•[email protected] •(LaMoine L. Motz)

http://www.themotzconsultinggroup.com/
mailto:[email protected]

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