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<p>As an effective teaching strategy and learning mode in science, technology, engineering, and mathematics (STEM) education, STEM project-based learning (STEM-PBL) has gained global acceptance among teachers and students. However, there is a lack of research on the STEM-PBL learning process, and no relevant model to guide STEM-PBL formative assessment. Therefore, this study aims to explore the STEM-PBL learning process and then develop a formative assessment model to support learning and assessment activities based on this process. We developed hypotheses on relationships in the STEM-PBL learning process based on Whitehead’s educational philosophy of “the rhythm of education,” which informed the design of the formative assessment model. Data were analyzed from 304 Chinese elementary school students in STEM clubs. Study results show: (1) The STEM-PBL learning process consists of “STEM-PBL Experience” “STEM-PBL Inquiry” and “STEM-PBL Generalization,” with each positive impact existing between the stages. In addition, the STEM-PBL Inquiry stage mediates the relationship between the STEM-PBL Experience stage and the STEM-PBL Generalization stage. (2) The formative assessment model based on the STEM-PBL learning process is well-founded. “Engineering design” “Hands-on inquiry” and “Behavioral participation” are the assessment elements that should be valued in each stage of the STEM-PBL learning process. The model constructed in this study can help students develop a clear mind of their learning process and provide teachers with strategies for designing STEM-PBL formative assessment activities.</p>

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From Experience to Inquiry to Generalization: Understanding the STEM-PBL Learning Process and Developing a Formative Assessment Model

  • 期刊论文

  • 发表日期：

    2025年6月17日

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  • Ying Xie,
  • Chao Wan,
  • Kai Kong

摘要

As an effective teaching strategy and learning mode in science, technology, engineering, and mathematics (STEM) education, STEM project-based learning (STEM-PBL) has gained global acceptance among teachers and students. However, there is a lack of research on the STEM-PBL learning process, and no relevant model to guide STEM-PBL formative assessment. Therefore, this study aims to explore the STEM-PBL learning process and then develop a formative assessment model to support learning and assessment activities based on this process. We developed hypotheses on relationships in the STEM-PBL learning process based on Whitehead’s educational philosophy of “the rhythm of education,” which informed the design of the formative assessment model. Data were analyzed from 304 Chinese elementary school students in STEM clubs. Study results show: (1) The STEM-PBL learning process consists of “STEM-PBL Experience” “STEM-PBL Inquiry” and “STEM-PBL Generalization,” with each positive impact existing between the stages. In addition, the STEM-PBL Inquiry stage mediates the relationship between the STEM-PBL Experience stage and the STEM-PBL Generalization stage. (2) The formative assessment model based on the STEM-PBL learning process is well-founded. “Engineering design” “Hands-on inquiry” and “Behavioral participation” are the assessment elements that should be valued in each stage of the STEM-PBL learning process. The model constructed in this study can help students develop a clear mind of their learning process and provide teachers with strategies for designing STEM-PBL formative assessment activities.