AC 2012-4035: PROBLEM-BASED LEARNING IN A PRE-SERVICE TECHNOLOGY AND ENGINEERING EDUCATION COURSE

Problem-based learning (PBL) is an instructional approach whereby students learn problem-solving, critical thinking and teamwork skills by collaboratively solving complex real-world problems. Research shows that PBL improves student knowledge and retention, motivation, problem-solving skills, and the ability to skillfully apply knowledge in new situations. While used extensively in medical schools since the 1970s. PBL is emerging as an exciting alternative to traditional lecture-based methods in engineering and technology education. One of the challenges for teachers and faculty wishing to adopt PBL strategies in the classroom, however, is the lack of instructional resources and training in pre-service teacher Science, Technology, Engineering, and Mathematics (STEM) education. To address this problem, the STEM-PBL project of the New England Board of Higher Education, funded by the National Science Foundation Advanced Technological Education (NSF-ATE) program, has created a comprehensive series of multimedia PBL "Challenges" focused on sustainable technologies, and training in their use for pre-service and in-service STEM teachers. In this paper, we present the results of a pilot study conducted to examine the impact of a model PBL methods course based on the STEM PBL Challenges on the knowledge, skills, and attitudes of pre-service K-12 STEM educators with regard to the use of PBL in Technology and Engineering Education (TEE). During the spring 2011 semester, 14 pre-service TEE students enrolled in at Central Connecticut State University participated in the PBL methods course. Qualitative and quantitative methods were used to assess students' motivation, self-efficacy, critical thinking, and metacognitive self-regulation resulting from engagement with the STEM PBL Challenges using selected scales from the Motivated Strategies for Learning Questionnaire (MSLQ). Data were corroborated through focus group interviews with students. While results of pre-post assessments showed overall gains in extrinsic motivation, self-efficacy, critical thinking and metacognitive self-regulation, only critical thinking was statistically significant. Pre-post assessment of content knowledge with regard to PBL methods was also significant.