LEARNING BY DOING: EVALUATING THE EFFICACY OF PROJECT-BASED LEARNING IN STEM

Abstract

Project-Based Learning (PBL) has become a pillar of innovative pedagogy in the field of Science, Technology, Engineering, and Mathematics (STEM) education that questions the idea of lecturing by focusing on active and experiential learning when done in the form of a real-world project. Following the constructivist theory, PBL involves students in prolonged inquiry, problem solving, teamwork, reflection, and design repetitive activities - activities emblematic of real world scientific work. With the growth in the significance of such competencies as critical thinking, creativity, teamwork and technological fluency in the education systems of countries all over the world, PBL has been promoted as a teaching method that can be used to match the requirements of the 21 st century workforce with the way pedagogical practice is organized.