Chapter 1: The STEM Project-Based Learning Paradigm

Study Notes

Authentic: Real-world settings applicable to students, linking activities to prior experiences relevant to STEM PBL lessons.
Constraints: Parameters that define project deliverables in a PBL event, differing from criteria; they set limits on the design process and product, such as time restrictions or material usage.
Criterion/Criteria: Specific items used for assessment that help evaluate knowledge levels, ranging from novice to expert, influencing how projects are judged.

Design Brief: Document that outlines project parameters including constraints, criteria, and evaluation standards, guiding the PBL process.
Problem-Based Learning: Involves a problem statement that directs learning and activities, including defined outcomes like product functionality and evidence of teamwork.
Learning Goals and Expectations: Teachers must develop clear expectations based on constraints that define learning boundaries, essential for student success.

Meeting Constraints: Failure to adhere to constraints results in an inadmissible project.
Measurable Criteria: Helps students track their progress and serves as the basis for assessment in PBL activities.

Engineering Foundation: STEM PBL relies on engineering principles to integrate knowledge from science, technology, and mathematics in solving authentic problems.
Equity and Education: The conversation around traditional education distinctions is evolving toward promoting equity, even amidst ingrained societal structures.

Capital of Recognition: Being a STEM educator comes with recognition and power, but requires careful management to ensure fairness and prevent elitism within the educational community.

Variety of Models: Numerous engineering design models exist, varying in complexity; some have as few as three steps while others may have ten or more, reflecting the diversity in engineering practices.