Catalyzing Teachers' Evidence-Based Responses to Students' Problem-Based Learning in STEM

Abstract

This paper examines the processes middle school STEM teachers employ to interpret student learning and problem-solving activities during a problem-based learning unit and then design evidence-based lesson-plan customizations. Utilizing inductive and constant-comparative analysis of teachers' think-aloud data, we identify catalyzing links that support the transition from interpretation to enactment. We provide a contrasting case between an experienced and a novice teacher, and discuss how the results can inform STEM PBL professional development and teacher-support technology development.