2018 Conference Archive (Archived)
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
Copyright
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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) (Archived). 16.
https://digitalcommons.georgiasouthern.edu/stem/2018/2018/16
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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.
