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• W2993676402 abstract "Teaching is a complex activity that requires making ongoing multiple, decisions and engaging in sporadic, responsive actions while performing pre-planned prescribed tasks. The enactment of the essential aspects of teaching can be assessed by using a well-designed observation instrument. After a sustained professional development on Science, Technology, Engineering, and Mathematics (STEM) ProjectBased Learning (PBL), an observation instrument was used to assess the enacted STEM PBL activities in secondary mathematics and science classrooms. This article provides the background precipitating the need for an instrument, using an observation instrument to provide feedback to teachers and other stakeholders, and follow-up suggestions for those engaging in STEM professional development, including districts, schools, academies, service centers and university partners. social and economic incentives for pursuing STEM careers. The social and economic incentives contradict the previously held notion that the decline in STEM post-secondary majors was because of inadequate K-12 STEM preparation. Even though the average number of high school STEM credits students earned has increased from 1990 to 2005, it has not resulted in a solution to the STEM pipeline problem. In fact, there has been a decrease in the number of students graduating from college with STEMrelated degrees (Laird, Alt, & Wu, 2009). Increases in the number of STEM courses taken in high school have not improved postsecondary matriculation into STEM fields. Improvement in the quality and integration of STEM education should be the focus of national attention because increasing high school students’ STEM course load in high school has been shown to be insufficient. Generally, White and Asian males represent a greater proportion of STEM majors, while females, Hispanics and African Americans remain under-represented in STEM majors (Tsui, 2007). According to Marshall (2010), an advocate for STEM education, an effective STEM curriculum should nurture students’ problem solving and inventive thinking. Additionally, STEM courses should focus learning on creative exploration, projects, problem solving, and innovation rather than rote memorization of facts, which dominates the current practice in many schools (Marshall, 2010). This manuscript presents a case for the importance of STEM PD, use of Professional Learning Communities (PLCs), and describes a method of providing feedback to teachers and other school professionals. Project based learning (PBL) provides a viable means for improving STEM education when accompanied by a well-designed andsustained PD and a feedback mechanism to improve teaching and learning. Literature Review" @default.
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• W2993676402 date "2012-05-01" @default.
• W2993676402 modified "2023-09-26" @default.
• W2993676402 title "A Teacher Observation Instrument for PBL Classroom Instruction" @default.
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