Facilitating Student Autonomy in Project-Based Learningto Foster Interest and Resilience in STEM Education andSTEM Careers

摘要

Many students enjoy science in elementary school and middle school, until they experience a setback or disappointment in their performance in secondary STEM courses or science fairs. Educators and others, in both formal and informal settings, can foster students' continued interest and resiliency in STEM education subjects, majors and careers through student-driven project-based learning. Educators and mentors of students need to be aware of key elements of project-based learning, of realigned roles of students and teachers, and the advantages and distinctions of scientific and engineering design processes. To maximize the benefits of student autonomy in project-based learning, educators and others should also consider strategies and infrastructures that facilitate productive constructivist review and reflection, differentiated learning, confidence in presentation and publication skills, participation in science and engineering competitions, group work, and motivation for independent, lifelong learning.