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Inhaltsangabe
This edited volume presents an original approach to Science, Technology, Engineering, and Mathematics (STEM) centric Project-based Learning (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. We emphasize a backward design that is initiated by well-defined outcomes tied to local, state, or national standards that provide teachers with a framework guiding students' design, solving, or completion of ill-defined tasks. These tasks are well suited to our integrated approach because tasks typically require students to incorporate skills and knowledge from multiple domains rather than simply single school-based subjects. 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 13 chapters are appropriate for engaging preservice teachers in thinking collaboratively and focusing on integrating the content as well as for advanced graduate methods courses.
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Reseña del editor
This edited volume presents an original approach to Science, Technology, Engineering, and Mathematics (STEM) centric Project-based Learning (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. We emphasize a backward design that is initiated by well-defined outcomes tied to local, state, or national standards that provide teachers with a framework guiding students' design, solving, or completion of ill-defined tasks. These tasks are well suited to our integrated approach because tasks typically require students to incorporate skills and knowledge from multiple domains rather than simply single school-based subjects. 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 13 chapters are appropriate for engaging preservice teachers in thinking collaboratively and focusing on integrating the content as well as for advanced graduate methods courses.
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