Implementing Problem-Based Instruction in STEM Education

1. Using Problem-Based Instruction in STEM: Hands-ON Simulation for Elementary Students in Science: A Fuel Cell Lesson - 2010 Teacher: Wayne P. Peterson College of Engineering and Engineering Technology Northern Illinois University Introduction Methods Conclusions Results • To see if students improve their abilities a problem- • solvers • To study if there is an improvement in the understanding • of science content • Make science connection in world-wide applications • Create designs and implement science scenarios • Conducted my action research at Smith Elementary School, • District #129 • Used the resource lab where I used Problem-Based • Instruction Model • Smith Elementary school is on the watch for Adequate • Yearly Progress (AYP) it does not meet requirements • in English, math and science • To promote teaching skills through mathematics, and • science by integrating with engineering and technology • solutions into existing curriculum • Students work in cooperative groups • Pre and Post Tests and Survey Questionnaire for • data collection methods • Problem-Based Instruction Model is a tool used for • students to understand how to solve problems • Students need to be exposed to real-life applications in • learning • Used to challenge and help the average and lower • achieving students to develop problem-solving skills • High achieving students in science and math making • connections to explore other subject contents • I learned to be patient by letting students struggle, • because it forces them to ask critical thinking questions in • how to solve problem • I saw both spectrum of learning from a cooperative • groups of students confused in their roles. I like to • continue using the Problem-Based Instruction Model for • future classes • I have learned what to do and not do from using this • model. I believe students are curious in trying new • activities if the teacher is excited about its outcomes • Not all students prefer this type of Problem-Based • Instructional Model • Make solutions to the situations students were able to • link science and math skills in finding solutions in STEM • curriculum across the subject contents • Students effort increased in participation and displayed a • respectful relationship with their peers and teacher • Stresses the importance of taking risks in their learning • and to be motivated by their interests and questions • When they take ownership for their learning it creates a • positive atmosphere in the classroom • Recommend to teachers who want to use the Problem- • Based Instruction Model to prep their students with • problem-solving skills and review the scientific steps • they use implementing solutions in science • A rapid flux of new discoveries in technologies and • engineering materials has changed the way people think • and solve problems • The environment issues and alterative energies are more • in the forefront • My sense of achievement and success for students is to • develop an eye for detail, and use critical thinking skills in • problem-solving. The Problem-Based Instructional • Model is a worthwhile strategy for meeting today’s • multiple learning styles in students in my classroom Figure #1 Figure #2 Pre Test and Post Tests Averages and incorrect answers for Grade 3 and Grade 4, for hydrogen fuel project. Action Research, Peterson W. (2009). Bibliography • The Illinois State board of Education. (2010) Math and • Science Rigorous Learning Standards. • http://isbe.state.us/ils1 • Ullirich, Kathy (2004). Design Constructivist Lesson Using 5 E Model. • http://www.cte.jhu.edu/technology/webquest.html • 4. Nova (2009). Fuel cell Car Design. • http://www.pbs.org/wgbh/nova/sciencenow/html • Greening, Tony (1998). Scaffolding for Success in problem-Based Learning. Ballart Journal of School • Information Technology and mathematical Sciences • http://www.med-ed-online.org/f0000012.html