STEM Project-Based Learning: An Integrated Science, Technology, Engineering,and Mathematics (STEM) Approach -- SPECIAL THANKS -- TABLE OF CONTENTS -- PREFACE:OVERVIEW FOR THE DESIGN OF STEM PBLS: Well-Defined Outcome and Ill-Defined Task -- 1. WHY PBL? WHY STEM? WHY NOW? AN INTRODUCTION TO STEMPROJECT-BASED LEARNING: AN INTEGRATED SCIENCE,TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM)APPROACH -- INTRODUCTION -- CHAPTER OUTCOMES -- OVERVIEW OF STEM PBL -- Why PBL? -- Why STEM? -- Why Now? -- Building a Common Language -- What Is Engineering Design and Why in K-12 -- The Flow of the Book -- Vocabulary for Reading the Book -- REFERENCES -- 2. THE PROJECT METHOD IN HISTORICAL CONTEXT -- INTRODUCTION -- CHAPTER OUTCOMES -- THE PAST AND THE FUTURE OF PROJECT LEARNING -- REFERENCES -- 3. THEORETICAL FRAMEWORK FOR THE DESIGN OF STEMPROJECT-BASED LEARNING -- INTRODUCTION -- CHAPTER OUTCOMES -- DESIGN OF LEARNING ENVIRONMENTS -- Design Principle - Making Content Accessible -- Design Principle - Making Thinking Visible -- Design Principle - Helping Students Learn from Others -- Design Principle - Promoting Autonomy and Lifelong Learning -- Summarizing Foundations for Learning and Design Principles -- FOUNDATIONS IN THE LEARNING SCIENCES -- Preexisting Knowledge -- Teaching for Understanding - Factual and Conceptual Knowledge -- Metacognition -- Feedback, Revision, and Reflection -- PROJECT-BASED LEARNING AS AN EVOLUTIONARY PROCESS -- PROJECT-BASED LEARNING CONTINUUM -- Traditional Hands-on Lab (Verification of Facts) -- Novice (Factual Knowledge) -- Informed Novice (Understand Facts/Ideas in Context of Conceptual Framework) -- Expert (Adapts Conceptual Frameworks through Transfer) -- Researcher (Creation of New Knowledge and/or Conceptual Frameworks) -- IMPLEMENTATION CONTINUUM -- Teacher/Student/Community-Centeredness -- TIME.

ILL-DEFINED TASKS AND WELL-DEFINED OUTCOMES -- REFERENCES -- 4. ENGINEERING BETTER PROJECTS -- INTRODUCTION -- CHAPTER OUTCOMES -- WHAT IS ENGINEERING? -- WHAT IS THE DESIGN PROCESS? -- Importance of Design Process -- STEPS OF DESIGN PROCESS -- Step 1: Identify Problem and Constraints -- Step 2: Research -- Step 3: Ideate -- Step 4: Analyze Ideas -- Step 5: Build -- Step 6: Test and Refine -- Step 7: Communicate and Reflect -- THE PROJECT DESIGN BRIEF, CONSTRAINTS, AND CRITERIA -- Key Elements of Project Design Brief -- Constraints and Criteria -- ENGINEERING IN THE CLASSROOM -- Benefits -- Process -- Important Connections between the Engineering Design Process and the BSCS 5E Model -- Engagement - Identify problem and constraints -- Exploration - Research, Ideate, & Analyze Ideas -- Explanation - Research, Ideate, & Analyze Ideas -- Evaluation - Test and refine & Reflect -- Adaptations for Different Proficiencies -- SUMMARY -- REFERENCES -- 5. W3 OF PROJECT-BASED LEARNING:Who, Where, and When : Revisited -- INTRODUCTION -- CHAPTER OUTCOMES -- WHO SHOULD DO PROJECT-BASED LEARNING? -- Administrators -- Teachers -- Students -- Community Partners -- WHEN SHOULD PBL BE IMPLEMENTED? -- Ill-structured Problems -- Figure 1 shows an example of an ill-structured problem. -- Group Discussions -- WHERE SHOULD PBL BE IMPLEMENTED? -- PBL in Elementary School -- PBL in Middle School -- PBL in High School -- PBL in Higher Education -- REFERENCES -- 6. INTERDISCIPLINARY STEM PROJECT-BASED LEARNING -- INTRODUCTION -- CHAPTER OUTCOMES -- WHY INTERDISCIPLINARY STEM PBL? -- SO WHAT DOES AN INTERDISCIPLINARY APPROACH TO TEACHING LOOK LIKE? -- FOSTERING UNDERSTANDING THROUGH PBL -- CONTINUUM OF PBL CURRICULUM INTEGRATION -- WORKING IN INTERDISCIPLINARY PLANNING TEAMS -- ESSENTIAL COMPONENTS FOR FORMING INTERDISCIPLINARY TEAMS.

INTERDISCPLINARY AND MULTIDISCIPLINARY PLANNING FOR A PBL: ALWAYS PLAN WITH THE END IN MIND -- What Are Some of the Issues That Can Arise When Trying to Plan Together? -- WORKING WITH BUSINESSES AND COMMUNITY AGENCIES AS PARTNERS -- ADVANTAGES AND LIMITATIONS OF INTERDISCIPLINARY STEM PBLS -- EXAMPLES OF INTERDISCIPLINARY PBLS -- SUMMARY -- REFERENCES -- 7. STEM PROJECT-BASED LEARNING: SPECIALIZED FORM OF INQUIRY-BASED LEARNING -- INTRODUCTION -- CHAPTER OUTCOMES -- WHAT IS INQUIRY BASED LEARNING? -- STEM PROJECT-BASED VS INQUIRY-BASED LEARNING -- HOW TO CONVERT INQUIRY-BASED LEARNING TO STEM PROJECT-BASED LEARNING -- 1. Teacher Introduction/Ill-Defined Task -- 2. Objectives -- 3. Connections -- 4. Well-Defined Outcome -- 5. Materials -- 6. Engagement -- 7. Exploration -- 8. Explanation -- 9. Extension -- 10. Evaluation/Assessment -- SUMMARY -- REFERENCES -- 8. TECHNOLOGY IN STEM PROJECT-BASED LEARNING -- INTRODUCTION -- CHAPTER OUTCOMES -- DEFINITION AND SCOPE OF TECHNOLOGY IN STEM-PBL -- CONSIDERATIONS IN USING TECHNOLOGY IN STEM PBL EDUCATION -- Using Technology in STEM PBL for Innovative Teaching and Teaching Innovation -- Using Technology in STEM PBL for Developing Awareness of Sustainability and Environmental Protection -- Using Technology in STEM PBL for Developing Technological Literacy and I-Skills -- Using Technology in STEM PBL: Considering Digital Natives & Digital Immigrants -- USING TECHNOLOGY FOR FOSTERING STEM PBL -- Integrating Educational Technology into STEM PBL -- Educational Technologies for STEM PBL -- SUMMARY -- REFERENCES -- 9. AFFORDANCES OF VIRTUAL WORLDS TO SUPPORT STEMPROJECT-BASED LEARNING -- INTRODUCTION -- CHAPTER OUTCOMES -- BACKGROUND ON SIMULATIONS AND VIRTUAL WORLDS -- TEACHING AND LEARNING EXAMPLES IN SECOND LIFE -- Sample Second Life project examples follow: -- GETTING STARTED RESOURCES -- CONCLUSION -- REFERENCES.

10. STEM PROJECT-BASED LEARNING AND TEACHING FOREXCEPTIONAL LEARNERS -- INTRODUCTION -- CHAPTER OUTCOMES -- WHO ARE EXCEPTIONAL LEARNERS? -- CHARACTERISTICS OF STUDENTS WHO HAVE LEARNING DISABILITIES -- Definition -- Prevalence and/or Incidence -- Characteristics -- Special Considerations -- CHARACTERISTICS OF STUDENTS WHO HAVE EMOTIONALAND BEHAVIORAL DISORDERS (EBD) -- Definition -- Prevalence and/or Incidence -- Characteristics -- Special Considerations -- KEY ELEMENTS OF PROJECT-BASED LEARNING -- Child Centered -- Extended Period of Time -- Well-Defined Outcome -- Interdisciplinary -- COMMON FEATURES AND CHALLENGES FOR DIVERSE LEARNERS -- Language and Cultural Differences -- Below Grade Level Reading Ability -- Deficits in Processing Speed -- Motivation -- Off-task Behavior -- Impulsivity -- Lack of Organization -- BENEFITS OF STEM PBL AND ACADEMIC SUCCESS FOR DIVERSE LEARNERS -- Introduction -- Task -- Investigation -- Resources -- Scaffolding -- Collaboration -- Reflection -- SUMMARY -- REFERENCES -- 11. CLASSROOM MANAGEMENT CONSIDERATIONS: IMPLEMENTINGSTEM PROJECT-BASED LEARNING -- INTRODUCING CLASSROOM MANAGEMENT -- CHAPTER OUTCOMES -- DESIGNING ILL-DEFINED TASKS TO PROMOTE LEARNINGAND MANAGE BEHAVIOR -- Modifying Other STEM PBLs -- Modifying Other Inquiry Activities -- Modifying Teacher-Centered Instruction -- Communication in STEM PBL -- STUDENTS WORKING IN GROUPS -- Training -- Roles -- Goals and Rules -- Monitoring Team Progress -- Accountability -- CONCLUDING THOUGHTS -- REFERENCES -- 12. CHANGING VIEWS ON ASSESSMENT FORSTEM PROJECT-BASED LEARNING -- INTRODUCTION -- CHAPTER OUTCOMES -- OVERVIEW OF ASSESSMENT -- The Role of Assessment -- Formative and Summative Assessment -- Authentic Assessment -- STEM PBL ASSESSMENT -- Individual Accountability -- Development of Rubrics -- SAMPLE GENERIC RUBRIC -- Self-Regulation.

Formative Assessment of Teacher Enactments of PBL -- GUIDING THOUGHTS FOR TEACHERS ABOUT PBL ACTIVITIES AND ASSESSMENTS -- PBL SAMPLE AND ASSESSMENTS -- UNDERSTANDING PBL -- REFERENCES -- 13. ENGLISH LANGUAGE LEARNERS ANDPROJECT-BASED LEARNING -- INTRODUCTION -- CHAPTER OUTCOMES -- ENGLISH LANGUAGE LEARNERS -- Demographics -- Specific Concerns with ELLs -- What do English Language Learners need to succeed? -- WHAT IS PROJECT-BASED LEARNING? -- HOW IS PROJECT-BASED LEARNING USED IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATH(STEM) CLASSES? -- HOW STEM PBL CAN HELP ELLS IN STEM CLASSROOMS -- How Can ELLs Benefit from PBL in a STEM Classroom? -- Organizing PBL for ELLs -- PROJECT-BASED LEARNING AND ENGLISH LANGUAGE LEARNERS: THINGS TO CONSIDERSTUDENTS' CULTURE OF LEARNING -- LANGUAGE AND DISCOURSE STYLE ISSUES -- The Importance of Scaffolding to ELLs in a STEM Classroom -- Collaboration and Groupwork -- CONCLUSION -- REFERENCES -- 14. PROJECT-BASED LEARNING: AN INTERDISCIPLINARYAPPROACH FOR INTEGRATING SOCIAL STUDIES WITH STEM -- INTRODUCTION -- CHAPTER OUTCOMES -- PROJECT-BASED LEARNING: KEY ELEMENTS -- Initiating Inquiry -- Critical Thinking -- Decision Making -- PROJECT-BASED LEARNING: BENEFITS FOR INTERDISCIPLINARY TEACHING AND LEARNING -- Social Content-Context Matters -- Connection Categories -- SOCIAL STUDIES-STEM IN PROJECT-BASED LEARNING EXAMPLES -- PROJECT-BASED LEARNING: ENHANCING A SOCIAL STUDIES-STEM CONNECTIONCOMMON FEATURES: PLANNING, STRATEGIES AND ASSESSMENT -- Stage 1: Identifying Desired Results-Initiating Inquiry -- Stage 2: Determine Acceptable Evidence-Planning Assessment -- Stage 3: Plan Learning Experiences and Instruction-Selecting Instructional Strategies -- Stage 4: Reflection and Taking Action -- CONCLUSION -- NOTE -- REFERENCES -- APPENDIX A: NON-NEWTONIAN FLUID MECHANICS -- Objectives -- Materials -- Explanation:.

Engagement (As close as we get to stating the ill-defined task).