What goes right, when things go wrong during a project-based learning field experience
Session Format
Presentation Session (45 minutes)
Target Audience
Post Secondary Education
Abstract for the conference program
According to the Partnership for 21st Century Skills (P21, 2009), today’s students must move beyond the three Rs-- reading, writing, and arithmetic—to master the “Four Cs;” critical thinking, communication, collaboration, and creativity. Project-Based Learning (PBL) fosters the skill building and inter-student interactions articulated in the mathematical and science practices while engaging students to solve problems that are meaningful in local contexts (Krajcik & Blumenfeld, 2006). We will share 1.) Implementation of a semester-long PBL field experience with 5-8th graders in an after school setting with preservice mathematics and science teachers (PST) using PST-designed PBL units focused on STEM concepts and using TI-Nspire technology. 2.) Successes and challenges encountered during the PBL field experience. 3.) Lesson plans developed for the PBL unit using the TI-Nspire technology. 4.) An opportunity to use TI-Nspires and motion detectors in a demonstration lesson. The target audience is STEM Teacher educators and secondary STEM educators.
Proposal Track
T2: Applied STEM Education
Start Date
3-23-2018 3:00 PM
Recommended Citation
Evans, Gayle N. and Apraiz, Kristen, "What goes right, when things go wrong during a project-based learning field experience" (2018). Interdisciplinary STEM Teaching & Learning Conference (2012-2019). 16.
https://digitalcommons.georgiasouthern.edu/stem/2018/2018/16
What goes right, when things go wrong during a project-based learning field experience
According to the Partnership for 21st Century Skills (P21, 2009), today’s students must move beyond the three Rs-- reading, writing, and arithmetic—to master the “Four Cs;” critical thinking, communication, collaboration, and creativity. Project-Based Learning (PBL) fosters the skill building and inter-student interactions articulated in the mathematical and science practices while engaging students to solve problems that are meaningful in local contexts (Krajcik & Blumenfeld, 2006). We will share 1.) Implementation of a semester-long PBL field experience with 5-8th graders in an after school setting with preservice mathematics and science teachers (PST) using PST-designed PBL units focused on STEM concepts and using TI-Nspire technology. 2.) Successes and challenges encountered during the PBL field experience. 3.) Lesson plans developed for the PBL unit using the TI-Nspire technology. 4.) An opportunity to use TI-Nspires and motion detectors in a demonstration lesson. The target audience is STEM Teacher educators and secondary STEM educators.
