Principles of Practice for problem-based learning in school-based STEM education
Exploring problem-based learning in school-based STEM education
#theSTEMproblem (Active)
Principles of Practice for problem-based learning in school-based STEM education
During this project we have generated research-informed Principles of Practice for problem-based learning in school-based STEM education (see Smith et al., 2022).
There are four Principles of Practice:
Principle 1: Rich and relevant learning contexts
Principle 2: Collaboration based on intrinsic motivation
Principle 3: Flexible knowledge, skills and capabilities
Principle 4: Active and strategic metacognitive reasoning
For each principle, we will be launching illustrations of practice, one at a time, and adding them to this page.
Click on each principle below, as it becomes available, to see how teachers have interrogated and enacted it in their school contexts.
Rich and relevant learning contexts
What are rich and relevant learning contexts?
These are contexts that are recognisable to learners as authentic and relevant to their lives, encouraging their engagement and heightened intrinsic motivation.
What type of problems need to be embedded?
Problems that offer sufficient complexity and open structure are needed to encourage deep thinking to develop learner capabilities to use skills, knowledge and resources across different disciplinary areas.
In short:
By connecting to real-world issues, these interdisciplinary challenges align with students' values and beliefs enhancing individual engagement. The complexity and open structures of authentic and relevant problems provide a rich opportunity for learners to think deeply. Teachers act as guides, facilitating active and self-directed learning in well-structured and scaffolded environments.
Illustrations of practice
A set of videos is provided below for this principle to illustrate a range of considerations influencing effective practice in diverse contexts. These have been filmed across a range of schools, year levels, teaching and learning environments.
Kolbe Catholic Secondary College, Greenvale, Victoria
There is a strong English as an Additional Language and cultural presence in the college, which informs inclusive practice. Kolbe is a secondary school in the Northern suburbs of Melbourne. The school currently has over 1,200 students.
St Jude’s Primary School, Scoresby, Victoria
At St Jude’s, the staff wanted to learn how to implement PBL into all classrooms after the STEM specialist program was removed.
St Jude’s is located in Scoresby, with approximately 260 students and 27 staff members.
St Monica’s Secondary College, Epping, Victoria
Staff at St Monica’s are working towards directing teaching and learning practice away from the ‘silo’ subjects. St Monica’s has over 2,000 students and is located on two campuses.
St Columba’s (Secondary), Essendon, Victoria
St Columba’s has a number of innovative programs from 7-10, including pathways, inquiry-based learning approaches, problem-based learning and STEAM.
St Columba’s is a Catholic secondary school in Essendon, educating girls for the last 125 years. The college has close to 1,100 students.
Pedagogical framework
Coming soon
Collaboration based on intrinsic motivation
Individual intrinsic motivation is an important precursor for a learner to engage in a collaborative venture as they see such engagement as worthwhile. However, in a collaborative venture, the “we” becomes important as the collective clarifies the problem, questions further and researches purposefully. Collaboration necessitates the sharing of diverse ideas, accepting feedback, engaging in metacognitive reasoning and decision-making.
Illustrations of practice
A set of videos is provided below for this principle to illustrate a range of considerations influencing effective practice in diverse contexts. These have been filmed across a range of schools, year levels, teaching and learning environments.
St Paul the Apostle Primary School, Doreen, Victoria
St Paul the Apostle (SPA) has been establishing a unique thinking culture and learning environment drawing on Dr Ron Richhart’s work to embed the 8 Cultural Forces of Thinking in everyday Learning and teaching.
SPA is a relatively new primary school (opened in 2015) in an area of high urban growth. The ethnic demographic of the student population is very diverse.
Assisi is a ‘Franciscan’ school, whose values are inspired by St. Francis of Assisi.
Assisi is a P-12 Catholic college located on the Gold Coast of Queensland, educating around 1,500 students.
Pedagogical framework
Coming soon
Flexible knowledge, skills and capabilities
Learners who are self-directed, autonomous learners and independent enquirers are able to fluently retrieve, transfer, integrate and apply their knowledge, skills and capabilities across disciplinary boundaries. This approach nurtures self-directed, lifelong learning, preparing students to become autonomous and independent learners.
Illustrations of practice
A set of videos is provided below for this principle to illustrate a range of considerations influencing effective practice in diverse contexts. These have been filmed across a range of schools, year levels, teaching and learning environments.
St Peter’s College, Clyde North, Victoria
The team at St Peter’s, Clyde North, implemented a STEAM program at year 9.
St Peter’s College is a 7 - 12 co-educational catholic secondary school in the outer south east of Melbourne located over two campuses (Cranbourne - 891 students, Clyde North - 984 students).
St Columban’s College, Caboolture, Queensland
St Columban's is a 7-12 co-educational school, catering for approximately 1,200 students. The College is spread across 12 hectares and has a range of facilities including a Trade Train Centre, Sports & Art Centre, Hairdresser, Café and Commercial Kitchen and multiple subject-specific classroom spaces. The College has a strong focus on developing Industry-relevant skills and providing pathways for students to transition into jobs.
Thomas Carr, Tarneit, Victoria
Staff at Thomas Carr wanted to nurture student agency and collaboration, as well as encourage teacher buy-in and develop greater teacher use of PBL in STEM education. Thomas Carr is a secondary college located in the Western suburbs of Melbourne.
Pedagogical framework
Coming soon
Active and strategic metacognitive reasoning
This principle encourages students to critically examine their thinking and learning processes. Learners who use metacognitive reasoning skills engage in critical evaluation and reflection in problem solving environments. They actively and critically examine what they know, what they do not know, what is missing and what they want to achieve. During this process, students develop a deeper understanding of their strengths and areas for improvement.
Illustrations of practice
A set of videos is provided below for this principle to illustrate a range of considerations influencing effective practice in diverse contexts. These have been filmed across a range of schools, year levels, teaching and learning environments.
San Sisto, Carina, Queensland
This video features Peter Barber who wanted to develop student skills in metacognitive reasoning. In particular, for students to think about their thinking processes during STEM tasks.
San Sisto has been educating young women (approx. 850) in the 800-year-old Dominican tradition since 1961.
St Peter’s Primary School, Epping, Victoria
St Peter’s Philosophy of Pedagogy aims to link Faith, Life and World cross curriculum priorities with an embedded STEM approach to student centred inquiries. The school has two dedicated STEM specialist teachers, who facilitate STEM learning experiences with each class for one hour a week in a purposeful, well resourced STEM maker space located within the centre of the school.
St Peter’s Epping comprises of approximately 340 students, from a diverse range of cultural backgrounds, with a high proportion identifying as EAL (English as an additional language).
McAuley College, Beaudesert, Queensland
Teachers at McAuley College wanted to develop a STEAM program that nurtured transferable skills, in particular, how critical and creative thinking could be fuelled through a transdisciplinary approach.
McAuley is a regional school located in Beaudesert Queensland (1 hour drive from Brisbane or Gold Coast). McAuley was established in 2017 and saw its first year 12 graduates in 2022.
