Table Of ContentJennifer Wilhelm · Ronald Wilhelm
Merryn Cole
Creating
Project-
Based STEM
Environments
The REAL Way
Creating Project-Based STEM Environments
Jennifer Wilhelm • Ronald Wilhelm
Merryn Cole
Creating Project-Based
STEM Environments
The REAL Way
Jennifer Wilhelm Ronald Wilhelm
Department of STEM Education Department of Physics & Astronomy
University of Kentucky University of Kentucky
Lexington, KY, USA Lexington, KY, USA
Merryn Cole
Department of Teaching and Learning
University of Nevada Las Vegas
Las Vegas, NV, USA
ISBN 978-3-030-04951-5 ISBN 978-3-030-04952-2 (eBook)
https://doi.org/10.1007/978-3-030-04952-2
Library of Congress Control Number: 2018962874
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Foreword
Thankfully, project-based instruction (PBI) is having another resurgence. In the
United States, we had one during the progressive era. We had another in the 1990s.
And we are having one now, in the second decade of the twenty-first century.
Science education has been a major player in each one of these waves of resurgence.
The PBI wave today differs in a couple of important ways from our previous history.
One difference today is the global interest in the cluster of disciplines we now refer
to as “STEM” (science, technology, engineering, and mathematics), and the accom-
panying inter- and transdisciplinary possibilities we see for education and for pro-
fessional work. A second difference, at least in the United States, is the continuing
importance of the standards movement. Of particular note is the emergence of the
Next-Generation Science Standards (NGSS Lead States, 2013) that are based on the
Framework for K-12 Science Education’s (National Research Council, 2012)
ground-breaking conceptualization of the importance of “three-dimensional” learn-
ing which combine practices, disciplinary core ideas, and cross-cutting concepts.
Creating Project-Based STEM Environments is a timely and important book given
this current historical moment.
I appreciate Jennifer Wilhelm, Ron Wilhelm, and Merryn Cole’s contribution in
this book for multiple reasons. I will focus in this foreword on how “the REAL
way” they describe in this volume provides guidance and fodder to help those of us
who care about and work in STEM education create a more thriving educational
ecosystem for student engagement and learning. Wilhelm, Wilhelm, and Cole,
through their PBI curriculum development work as well as their research with
teachers and students reported on here, provide us with important new resources in
the age of STEM education and NGSS. They seamlessly connect research and prac-
tice, and have constructed a volume which should be of use to not only pre-service
and in-service teachers and teacher educators, but also to educational researchers.
As noted in this text, I began my journey of research and development in project-
based instruction through an examination of one ambitious high school earth sci-
ence teacher’s efforts (Polman, 2000). For the past 20 years, I have been working
with other educators both within and beyond the STEM fields (i.e., also in history
and English Language Arts) to design and realize engaging and productive project-
v
vi Foreword
based learning environments. Rory Wagner’s approach provided numerous lessons
for other teachers, but it was not a model that everyone could take up. As with the
teachers whose instruction is described in this volume, the teachers with whom I
have worked face a number of challenges. I have found that teachers are universally
attracted to project-based instruction because it may help them enact more engaging
learning environments. But they are daunted by how they can manage the time it
takes as a teacher to prepare PBI units, and how they can rigorously support stan-
dards-based instruction and learning in their disciplines. In science and engineering,
the emergence of NGSS has provided guidance on what to aim for, but not how to
pull it off. Now that this book is available, I recommend that STEM teacher educa-
tors and STEM teachers use it as a means to find their way.
Here are some of the insights I find so valuable in Creating Project-Based STEM
Environments.
Just as students benefit from more highly scaffolded instruction when they
encounter a new way of learning such as PBI, teachers will benefit from well-
designed, comprehensive curricular units which they can adapt and implement. The
Realistic Explorations in Astronomical Learning (REAL) unit (Chap. 5) and the
Chemical Reactions Engineered to Address Thermal Energy Situations (CREATES)
unit (Chap. 6) have the kind of coherence and scaffolding that are ideal. They make
explicit connections to NGSS and Common Core standards. Their levels of STEM
integration are impressive as well. They engage students in science practices such as
modeling; engineering practices such as designing, creating, testing, and redesign-
ing a device (here, a chemical hot or cold pack); and mathematical practices such as
using ratios, all while embedding substantive technology use such as modeling soft-
ware. These units challenge students to understand and use disciplinary core ideas
such as the reasons for the seasons and the conservation of matter in chemical reac-
tions, along with cross-cutting concepts such as finding patterns. And they do so
while fulfilling purposes that are meaningful not just to the teacher, but to students
whose curiosity and agency is awakened.
In addition, I am impressed with the design features that inform not only the
REAL and CREATES projects, but also the examples created by teachers from the
Spanning Astronomical and Atomic Spaces (SAAS) project in Chap. 8. First of all,
Wilhelm, Wilhelm, and Cole’s model makes the important addition of the “sub-
driving question” to Joe Krajcik and colleagues’ idea of constructing PBI units
based on teacher-selected driving questions (e.g., Krajcik & Czerniak, 2014).
Interesting and challenging teacher-designated driving questions like “Why does
the Moon’s appearance always seem to change?” in REAL and “How can I use
chemical reactions to keep me comfortable?” in CREATES allow the teacher to
organize a coherent set of thematic lessons that build student knowledge and pre-
pare them for more ambitious challenges. Importantly, the overall driving questions
are constructed such that students are challenged to construct and then investigate
“sub-driving questions” later on in the unit. The benchmark lessons and more
teacher-directed portions of the unit thus provide the basis on which students can
more effectively drive their culminating project, because they have built up back-
ground knowledge and confronted or disrupted misconceptions. In addition, the
Foreword vii
“REAL way” described in this book involves two structural features in how activity
is organized. Each of the lessons on the 5E structure (Engage, Explore, Explain,
Elaborate, Evaluate; Bybee, et al., 2006) provides a language and set of routines to
make daily work productive. The “REAL way” also integrates milestones through-
out, to ensure that routine assessments could be made and revisions and corrections
implemented to support student success (Polman, 2000). I believe that Wilhelm,
Wilhelm, and Cole’s model, based on this unique combination of existing PBI ideas
and the innovation of “sub-driving questions,” is powerful and scalable. I sincerely
hope that more teachers and curriculum developers use the model to construct a
growing set of project units.
Speaking of growing, I want to return to the idea of this book as an important
resource for cultivating an ecosystem for project-based instruction, with local habi-
tats for learners to blossom through PBI. The accounts and testimonies of the teach-
ers in this book who participated in the PBI professional development demonstrate
how important their community was to supporting the work. The excitement and
success at one middle school where eight of the nine science teachers implemented
PBI was indicative of what more widespread reform could be like for teachers and
students. As long as ambitious PBI teachers are in the minority at their schools, new
groups of students will struggle to adjust each year. With repeated cycles across the
year, Wilhelm, Wilhelm, and Cole as well as other research on PBI has shown that
many students who historically perform at high levels in school as well as students
who historically struggle can begin to thrive. Imagine a world where students like
the young woman described in Chap. 7 have multiple years of opportunity to make
breakthroughs in how they see themselves, and how they see what it means to learn
science. Through the work of her teachers, this young woman moved through a rich
habitat for science learning that spanned 6th through 8th grades. It was only at the end
of 8th grade that she eventually overcame “her fear of making a mistake and not
knowing the right answer”; no doubt, her prior experience of school had led to a
limited view of what learning science could be like. I sincerely hope that a growing
community of educators take up the ideas in Creating Project-Based STEM
Environments and create a widespread ecosystem where STEM learning for all can
blossom.
References
Bybee, R., et al. (2006). The BSCS 5E instructional model: Origins and effective-
ness. Colorado Springs, CO: BSCS.
Krajcik, J. S., & Czerniak, C. M. (2014). Teaching science in elementary and middle
school: A project-based approach (4th Edition). New York: Routledge.
National Research Council. (2012). A Framework for K-12 Science Education:
Practices, Crosscutting Concepts, and Core Ideas. Committee on a Conceptual
Framework for New K-12 Science Education Standards. Board on Science
viii Foreword
Education, Division of Behavioral and Social Sciences and Education.
Washington, DC: The National Academies Press.
NGSS Lead States. (2013). Next generation science standards: For states, by states.
Washington, DC: The National Academies Press. Available: https://www.next-
genscience.org/
Polman, J. L. (2000). Designing project-based science: Connecting learners
through guided inquiry. New York: Teachers College Press.
Joseph L. Polman
Preface
My foray into project-based instruction was inspired by three people; this
inspiration was also later a catalyst toward our book endeavor. I call these people
my three “Jo(e)s” – they are Jo Boaler (author of Experiencing School Mathematics:
Traditional and Reform Approaches to Teaching and Their Impact on Student
Learning), Joe Polman (author of Designing Project-Based Science: Connecting
Learners Through Guided Inquiry), and Joe Krajcik (author of Teaching Science in
Elementary and Middle School: A Project-Based Approach). I met Jo Boaler and
Joe Polman while I was a graduate student at the University of Texas at Austin.
Their work inspired my early research interests and dissertation focus. Shortly
thereafter, I met Joe Krajcik when I was a brand-new Assistant Professor at Texas
Tech University. The three Jo(e)s influenced how I conducted research, how I
taught my methods classes, and how I worked with teachers.
After spending my early career producing a body of work on project-based
instruction in middle schools and teaching preservice and in-service teachers
about how and why project-based instruction would benefit their classrooms, it
was time to write a book. I wanted to produce a resource that not only encom-
passed my earlier research efforts but also would serve as a model for researchers
and teachers to use in their practice. The primary purpose of this book, Creating
Project-Based STEM Environments: The REAL Way, is to reveal how STEM
classrooms can be purposefully designed for twenty-first-century learners and
provide evidence regarding how situated learning experiences will result in more
advanced learning.
As my research progressed, the other two authors of this book (Ron Wilhelm
and Merryn Cole) became involved in this work as well. First was Ron, who was
instrumental in the inspiration for and development of the Realistic Explorations
in Astronomical Learning (REAL) unit (see Chap. 5). His background as an
astronomer influenced the content and design of the unit. He also participated in
the professional development of the teachers who implemented REAL in their
classrooms. Later, Merryn Cole enrolled in the doctoral program at the University
of Kentucky and began research with me. She embraced REAL and project-based
instruction, becoming a valuable asset to the research. She authored the Chemical
ix
x Preface
Reactions Engineered to Address Thermal Energy Situations (CREATES) unit to
add a second project-based unit to our portfolio to use in middle school
classrooms.
This book should be of great interest to the STEM education community due to
its research to practice approach. The intended audience is preservice and in-ser-
vice teachers as well as STEM education researchers. This book models project-
based environments that are intentionally designed around the US Common Core
State Standards (CCSS, 2010) for Mathematics, the Next Generation Science
Standards (NGSS Lead States, 2013) for Science, and the National Educational
Technology Standards (ISTE, 2008).
This project-based instruction (PBI) resource illustrates how to design and
implement interdisciplinary project-based units based on the REAL and CREATES
units. The content of the book details these two PBI units with research behind
each lesson (including misconceptions students might hold regarding STEM con-
tent) and pre-/post-research results of unit implementation with over 40 teachers
and thousands of students. In addition to these two units, there are chapters describ-
ing how to design one’s own research-based PBI unit and teacher commentaries
regarding strategies, obstacles overcome, and successes as they designed and
implemented their PBI units for the first time after learning how to create PBI
STEM environments the “REAL” way.
Lexington, KY, USA Jennifer Wilhelm
