Which projects design and which difficulties express on Project-Based Learning Secondary Education teachers. Analysis of 87 project proposals

被引：18

作者：

Domenech-Casal, Jordi ^{[1
]}

Lope, Silvia ^{[2
,3
]}

Mora, Lluis ^{[2
]}

机构：

[1] Univ Autonoma Barcelona, Dept Didact Matemat & Ciencies Expt, Generalitat Catalunya, Serv Innovacio & Formacio,Dept Educ, Barcelona, Spain

[2] Generalitat Catalunya, Dept Educ, Ctr Recursos Pedag & Especif Suport Innovacio & R, Barcelona, Spain

[3] Univ Pompeu Fabra, GRECS, Barcelona, Spain

来源：

REVISTA EUREKA SOBRE ENSENANZA Y DIVULGACION DE LAS CIENCIAS | 2019年 / 16卷 / 02期

关键词：

Project-Based Learning; STEM; Secondary Education; Teacher-training; PROFESSIONAL-DEVELOPMENT; SCIENCE; INDUCTION; CONTEXT; ISSUES;

D O I：

10.25267/Rev_Eureka_ensen_divulg_cienc.2019.v16.i2.2203

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The STEM proposal aims to promote Science and Technology careers and connects with several pedagogic tools, perspectives and methodologies. Project-Based Learning (PBL) is a candidate methodology for STEM development. We have set a training activity on PBL applied to STEM for 82 in-service teachers (Science, Technology and Mathematics teachers). This program has been structured in two modules: presentation of good practices and design of new projects with several scaffolds (canvas, mentoring). We have analysed 87 PBL proposals designed by the participants according several didactic components (Context, Conflict, Discourse, Contents, Openness, Interdisciplinary) and identified 4 main kinds of projects. We analyse and discuss perceptions of teachers on PBL applied to STEM and teacher-training strategies.

引用

页数：16

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