Project-based (PBL) learning has been found to improve student achievement, engagement, and interpersonal and intrapersonal skills; however, it is not widely implemented in K-12 schools in the United States. Prior research has established several barriers and challenges to implementing PBL in K-12 schools including challenges related to teacher…

The purpose of this study is to determine the effects of the scenario-based STEM project design process on pre-service science teachers' perceptions of 21st-century skills, competencies, integrative STEM teaching intentions, and STEM attitude. In the study, a pretest-posttest quasi-experimental design, which does not contain a control group, was…

Pre-service teachers, both Early Childhood Education majors and Secondary Education majors, were challenged through an assignment to plan and develop kits for learners with Autism Spectrum Disorder (ASD) to use in preparation for transitioning from school-age to work or independent or group home living. This Project-Based Learning (PBL) experience…

Background: There has been an ongoing debate about the inconsistent effects of heterogeneous ability grouping on students in small group work such as project-based learning. Aim: The present research investigated the roles of group heterogeneity and processes in project-based learning. At the student level, we examined the interaction effect…

State testing or end-of-course exams are recommended to determine if high school graduates are ready to enter college or the workforce because these assessments are aligned to content area expectations and standards that are measurable within each state as well as from state to state (Achieve, 2006). However, such assessments do not measure all…