Abstract
STEM Project-Based Learning (PBL) requires a professional teaching force empowered with the skills necessary for designing learning experiences that maximize student potential. Therefore, effective STEM PBL requires teachers to experience high quality professional development to learn how to design high quality experiential learning activities. Not all professional development activities are created equal (Desimone, Porter, Garet, Yoon, & Birman, 2002; Garet, Porter, Desimone, Birman, & Yoon, 2001) and not all enactments meet the expectations of high quality professional development (Capraro, Capraro, & Oner, 2011; Capraro, & Avery, 2011; Han, Yalvac, Capraro, & Capraro, 2012).
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References
Capraro, M. M., Capraro, R. M., & Oner, A. T. (2011, November). Observations of STEM PBL teachers and their student scores. Paper presented at the annual meeting of the School Science and Mathematics Association, Colorado Springs, CO.
Capraro, R. M., & Avery, R. (2011, April). The “wicked problems” of urban schools and a science, technology, engineering, and mathematics (STEM) iniversity-school district-business partnership. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
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Han, S. Y., Yalvac, B., Capraro, M. M., & Capraro, R. M. (2012, July). In-service teachers’ implementation of and understanding from project-based learning (PBL) in science, technology, engineering, and mathematics (STEM) Fields. Paper presented at the 12th International Congress on Mathematical Education, Seoul, Korea.
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Capraro, R.M., Slough, S.W. (2013). Why PBL? Why STEM? Why now? an Introduction to STEM Project-Based Learning. In: Capraro, R.M., Capraro, M.M., Morgan, J.R. (eds) STEM Project-Based Learning. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-143-6_1
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DOI: https://doi.org/10.1007/978-94-6209-143-6_1
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Online ISBN: 978-94-6209-143-6
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