Problem-based Learning in a Pre-service Technology and Engineering Education Course

Nicholas Massa; Michele Dischino; Judith Franzosa Donnelly; Fenna D. Hanes; James A. DeLaura

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Conference: 2012 ASEE Annual Conference & Exposition
Location: San Antonio, Texas
Publication Date: June 10, 2012
Start Date: June 10, 2012
End Date: June 13, 2012
ISSN: 2153-5965
Conference Session: Examining Problem-based Learning
Tagged Division: K-12 & Pre-College Engineering
Page Count: 13
Page Numbers: 25.1065.1 - 25.1065.13
DOI: 10.18260/1-2--21822
Permanent URL: https://peer.asee.org/21822
Download Count: 497

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Paper Authors

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Nicholas Massa Springfield Technical Community College

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Nicholas Massa is a Full Professor in the Laser Electro-Optics Technology Department at Springfield Technical Community College in Springfield, Mass. He holds B.S. and M.S. degrees in electrical engineering from Western New England College and a Ph.D. in educational leadership/adult learning from the University of Connecticut. Massa is currently Co-principal Investigator on the NSF-ATE STEM PBL Project of the New England Board of Higher Education.

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Fenna Hanes is Senior Director for Professional and Resource Development at the New England Board of Higher Education (NEBHE). Since 1995, Hanes has directed six science/technology curriculum and professional development projects funded by the Advanced Technological Education (ATE) program of the National Science Foundation (NSF). Currently, Hanes is the Principal Investigator for the NSF/ATE-funded project STEM PBL (problem-based learning). The project is meeting the need for STEM instructional materials and has developed a series of problem-based multimedia challenges (case studies) for use in college and high school classrooms. The topics include sustainable technology areas such as wind and solar power, sustainable agriculture, storm water remediation, lighting, and green chemistry. The project has also developed two professional development courses, one for pre-service and one for in-service teachers. In 2009, Hanes was selected as the SPIE (International Society for Optical and Photonics) Educator Award winner. Hanes holds a B.S. in liberal arts/business administration from Northeastern University and a M.S.P.A. in public affairs from the University of Massachusetts, Boston.

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James A. DeLaura Central Connecticut State University

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James DeLaura is professor and Chair of the Technology and Engineering Education Department at CCSU.

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Abstract

Evaluating the Effectiveness of a Problem-Based Learning Professional Development Model for STEM EducationProblem-based learning (PBL) is an instructional approach whereby students learn problem-solving, critical thinking and teamwork skills by collaboratively solving complex real-worldproblems. Research shows that PBL improves student knowledge and retention, motivation,problem-solving skills, and the ability to skillfully apply knowledge in new situations. Usedextensively in medical schools since the 1970s, PBL is emerging as an exciting alternative totraditional lecture-based methods in Science, Technology, Engineering, and Mathematics(STEM) education. One of the challenges limiting the use PBL in STEM education, however, isthe lack of instructional resources and professional development available to STEM educators atboth the high school and college level. To address this problem, the STEM-PBL project of theNew England Board of Higher Education (NEBHE), funded by the National Science FoundationAdvanced Technological Education (NSF-ATE) program, has created a comprehensive series ofmultimedia PBL “Challenges” focused on sustainable technologies and a professionaldevelopment program in PBL methodology for in-service and pre-service STEM educators.In this paper, we present the results of a pilot study conducted to evaluate the efficacy of theSTEM PBL project in developing the capacity of in-service and pre-service STEM educators toincorporate PBL instruction in their classrooms. During the 2010-2011 academic year, 30 in-service STEM educators from secondary and post secondary institutions across the U.S.participated in an online professional development program focused on PBL methodology andclassroom implementation of the STEM PBL Challenges. In addition, during the spring 2011semester, 16 pre-service Technology and Engineering Education (TEE) teachers enrolled in aneast coast university teacher education program participated in a new PBL methods course basedon the STEM-PBL Challenges. Qualitative and quantitative methods were applied to assess theimpact of the STEM PBL project on teachers’ knowledge, skills and attitudes related to theadaptation of PBL instruction in their classrooms.

Citation
Format

Massa, N., & Dischino, M., & Donnelly, J. F., & Hanes, F. D., & DeLaura, J. A. (2012, June), Problem-based Learning in a Pre-service Technology and Engineering Education Course Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21822

TY  - CPAPER
AB  -             Evaluating the Effectiveness of a Problem-Based Learning             Professional Development Model for STEM EducationProblem-based learning (PBL) is an instructional approach whereby students learn problem-solving, critical thinking and teamwork skills by collaboratively solving complex real-worldproblems. Research shows that PBL improves student knowledge and retention, motivation,problem-solving skills, and the ability to skillfully apply knowledge in new situations. Usedextensively in medical schools since the 1970s, PBL is emerging as an exciting alternative totraditional lecture-based methods in Science, Technology, Engineering, and Mathematics(STEM) education. One of the challenges limiting the use PBL in STEM education, however, isthe lack of instructional resources and professional development available to STEM educators atboth the high school and college level. To address this problem, the STEM-PBL project of theNew England Board of Higher Education (NEBHE), funded by the National Science FoundationAdvanced Technological Education (NSF-ATE) program, has created a comprehensive series ofmultimedia PBL “Challenges” focused on sustainable technologies and a professionaldevelopment program in PBL methodology for in-service and pre-service STEM educators.In this paper, we present the results of a pilot study conducted to evaluate the efficacy of theSTEM PBL project in developing the capacity of in-service and pre-service STEM educators toincorporate PBL instruction in their classrooms. During the 2010-2011 academic year, 30 in-service STEM educators from secondary and post secondary institutions across the U.S.participated in an online professional development program focused on PBL methodology andclassroom implementation of the STEM PBL Challenges. In addition, during the spring 2011semester, 16 pre-service Technology and Engineering Education (TEE) teachers enrolled in aneast coast university teacher education program participated in a new PBL methods course basedon the STEM-PBL Challenges. Qualitative and quantitative methods were applied to assess theimpact of the STEM PBL project on teachers’ knowledge, skills and attitudes related to theadaptation of PBL instruction in their classrooms.
AU  - Nicholas Massa
AU  - Michele Dischino
AU  - Judith Franzosa Donnelly
AU  - Fenna D. Hanes
AU  - James A. DeLaura
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Problem-based Learning in a Pre-service Technology and Engineering Education Course
UR  - https://peer.asee.org/21822
DO  - 10.18260/1-2--21822
ER  -