Models of project-based learning for the 21st century

Abstract

How students gain Science, Technology, Engineering, and Mathematics (STEM) content knowledge has been the focus of studies in the fields of neuroscience, psychology, anthropology and linguistics. Research from the 20th century suggested that for students, attaining knowledge in STEM content through experiential, handson and student-directed projects was likely to lead to greater achievement (Kolb, Boyatzis, & Mainemelis, 2001; Markham, Larmer, & Ravitz, 2003; Wehmeyer, Agran, & Hughes, 2000). As a result, Project-based Learning (PBL) has emerged as a preferred pedagogical method in STEM classrooms. Two factors in the 20th century increased the popularity of PBL within classrooms: (a) theory development and (b) the STEM education movement.