How does an Industry-aligned Technology-rich Problem-based Learning (PBL) Model Influence Low-income and Native Hawaiian Student’s STEM Career Interest?

The need to increase students interested in pursuing careers in science, technology, engineering, and mathematics (STEM) is growing. The current study delivers results of an Upward Bound program focused on advancing students’ interest toward STEM fields and careers. Project STEMulate, funded by the National Science Foundation’s ITEST program, used Problem-Based Learning (PBL) in challenging students to engage in solving hands-on, real-world authentic problems in their communities. Project STEMulate takes structured PBL one step further by collaborating with local STEM Industry Partners for contextual learning and STEM pipeline development. The results revealed a raised interest in STEM, and a correlation between: 1) students’ career interest and their science ability and motivation, and 2) their Science Self-Efficacy and PBL ratings associated with their interest in STEM careers. These results highlight the significant potential of PBL instructional strategies to increase students’ attitudes toward and interest in future STEM careers.

提升学生对科学、技术、工程与数学（STEM）领域职业的兴趣需求日益迫切。本研究呈现了一项旨在提升学生对STEM领域及职业兴趣的"向上拓展计划"（Upward Bound program）的成果。由美国国家科学基金会（National Science Foundation）ITEST项目资助的STEMulate项目，采用基于问题的学习（Problem-Based Learning, PBL）方法，引导学生参与解决社区中真实的、可动手实践的现实问题。STEMulate项目通过与当地STEM行业伙伴合作，在情境学习和STEM人才输送管道建设方面，将结构化PBL又向前推进了一步。研究结果显示，学生对STEM的兴趣有所提升，且存在以下相关性：1）学生的职业兴趣与其科学能力及动机之间的关联；2）学生的科学自我效能感（Science Self-Efficacy）与其对PBL的评价及STEM职业兴趣之间的关联。这些结果凸显了PBL教学策略在提升学生对未来STEM职业的态度及兴趣方面的巨大潜力。