Improving High School Math Teachers' Confidence and Skills in Assessment of Engineering Project-Based Learning

摘要

National Science Foundation reports continue to indicate low participation in science, technology, engineering, and mathematics (STEM) education and STEM careers, especially among minorities and women (National Science Board, 2016; Thomasian, 2011). A change in current classroom practices is needed if schools are going to attract more students to STEM fields. More hands-on, real-life problem solving can help generate excitement among students and has the potential to attract more students to STEM (Christensen, Knezek, & Tyler-Wood, 2015). One way to provide more meaningful problem solving activities is problem-based learning in science, technology, engineering, and mathematics. Engineering PBL can bring the four content areas together in a way that is meaningful to students. Tamim and Grant (2013) found teachers may have a difficult time implementing new instructional strategies like PBL. Many teachers lack the training necessary to confidently implement PBL in their classrooms and to assess student learning as a result of PBL. Teacher training directed at improving teachers' confidence and skills in implementing and assessing engineering PBL is needed.