通过参与STEM专业志愿者来增强PBL的真实性

IF 0.6 Q3 EDUCATION & EDUCATIONAL RESEARCH

Interdisciplinary Journal of Problem-Based Learning Pub Date : 2021-12-26 DOI:10.14434/ijpbl.v15i2.28734

C. Nicholas, J. Scribner

{"title":"通过参与STEM专业志愿者来增强PBL的真实性","authors":"C. Nicholas, J. Scribner","doi":"10.14434/ijpbl.v15i2.28734","DOIUrl":null,"url":null,"abstract":"The article profiles a project addressing a central issue in reform-driven STEM education – the need to align educational experiences with real-world STEM. We profile an interdisciplinary project which aimed for authenticity by: 1) purposefully designing an authentic PBL project and 2) incorporating STEM professional volunteers as facilitators. Volunteers enhanced authentic elements of the project task (e.g., open-ended task, accountability) and context (e.g., autonomy, collaboration). Volunteers alleviated pedagogical barriers to PBL – their expertise allowed both volunteers and teachers to take up the facilitator roles foundational to PBL. Professional volunteers can play vital roles in STEM capacity-building initiatives, including those seeking to broaden participation. Further research is needed to understand how to best prepare and utilize volunteers in a variety of classroom roles, including as PBL facilitators.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":0.6000,"publicationDate":"2021-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Enhancing PBL authenticity by engaging STEM professional volunteers\",\"authors\":\"C. Nicholas, J. Scribner\",\"doi\":\"10.14434/ijpbl.v15i2.28734\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The article profiles a project addressing a central issue in reform-driven STEM education – the need to align educational experiences with real-world STEM. We profile an interdisciplinary project which aimed for authenticity by: 1) purposefully designing an authentic PBL project and 2) incorporating STEM professional volunteers as facilitators. Volunteers enhanced authentic elements of the project task (e.g., open-ended task, accountability) and context (e.g., autonomy, collaboration). Volunteers alleviated pedagogical barriers to PBL – their expertise allowed both volunteers and teachers to take up the facilitator roles foundational to PBL. Professional volunteers can play vital roles in STEM capacity-building initiatives, including those seeking to broaden participation. Further research is needed to understand how to best prepare and utilize volunteers in a variety of classroom roles, including as PBL facilitators.\",\"PeriodicalId\":46380,\"journal\":{\"name\":\"Interdisciplinary Journal of Problem-Based Learning\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.6000,\"publicationDate\":\"2021-12-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Interdisciplinary Journal of Problem-Based Learning\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.14434/ijpbl.v15i2.28734\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Interdisciplinary Journal of Problem-Based Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.14434/ijpbl.v15i2.28734","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 1

摘要

本文介绍了一个项目，该项目解决了改革驱动的STEM教育中的一个核心问题——将教育经验与现实世界的STEM结合起来的必要性。我们介绍了一个跨学科项目，旨在通过以下方式实现真实性:1)有目的地设计一个真实的PBL项目;2)将STEM专业志愿者作为促进者。志愿者增强了项目任务的真实元素(如开放式任务、问责制)和情境(如自主性、协作性)。志愿者减轻了PBL的教学障碍-他们的专业知识使志愿者和教师都能够承担PBL的基础促进者角色。专业志愿者可以在STEM能力建设倡议中发挥重要作用，包括那些寻求扩大参与的倡议。需要进一步的研究来了解如何最好地准备和利用志愿者在各种课堂角色，包括作为PBL促进者。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Enhancing PBL authenticity by engaging STEM professional volunteers

The article profiles a project addressing a central issue in reform-driven STEM education – the need to align educational experiences with real-world STEM. We profile an interdisciplinary project which aimed for authenticity by: 1) purposefully designing an authentic PBL project and 2) incorporating STEM professional volunteers as facilitators. Volunteers enhanced authentic elements of the project task (e.g., open-ended task, accountability) and context (e.g., autonomy, collaboration). Volunteers alleviated pedagogical barriers to PBL – their expertise allowed both volunteers and teachers to take up the facilitator roles foundational to PBL. Professional volunteers can play vital roles in STEM capacity-building initiatives, including those seeking to broaden participation. Further research is needed to understand how to best prepare and utilize volunteers in a variety of classroom roles, including as PBL facilitators.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Interdisciplinary Journal of Problem-Based Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.40

自引率

0.00%

发文量

审稿时长

32 weeks

期刊介绍： The Interdisciplinary Journal of Problem-based Learning (IJPBL) will be a global outlet for PBL scholarship, representing excellence in discovery and promoting transformative educational pedagogy. IJPBL will provide access to the most current research and practice related to PBL pedagogy, thus enhancing efforts of both PBL scholars and practitioners. The mission of IJPBL is to Publish rigorous research, representing a variety of disciplines, related to problem-based learning Engage key and emerging scholars in significant discussion of key issues facing PBL researchers and practitioners Provide up-to-date information to scholars and practitioners who are new to PBL research and pedagogy, enabling them to address current gaps in the literature and/or to transform current learning environments and practices.