STEM education and problem-based learning in biology and mathematics teaching: pre-service teachers’ perception

Resumo

The aim of the current study is to investigate pre-service teachers’ perception of the Project-Based Learning (PBL) applicability in classrooms, with emphasis on the Science, Technology, Engineering and Mathematics (STEM) fields. A descriptive and qualitative research methodology, focused on the detailed and reflective description of a remarkable experience report was adopted. The sample comprised teacher-training students from two universities in Southern Brazil. Students joined a PBL-based STEM project during their classes. Subsequently, they answered a questionnaire with open-ended questions, based on Likert scale scoring. The questions targeted the acquisition of information about students’ perception of this approach’s viability. According to the results, participants understood the potential of this assignment type to be extrapolated to different educational contexts. This finding highlights its role in developing skills such as critical thinking, collaboration, communication and creativity. Therefore, it can boost the adoption of active methodologies in the classroom by future teachers in initial training. Furthermore, it is important pointing out students' optimistic attitude towards assignments connecting STEM Education and PBL.