PBL for STEM Integration: Measuring Students’ Content Knowledge and Critical Thinking Skills

Event Details
Tuesday, January 22, 2019
4 p.m., Avery 115


Abeera Rehmat, Ph.D.

Post-Doctoral Researcher, Center for Research on Learning and Technology, Indiana University


Higher-order thinking skills and achievement in science and math are essential to meet the educational requirement of STEM+CS careers. Problem-based learning (PBL) can capture studentsattention, support interdisciplinary STEM practices, and foster higher-order thinking skills. When embedded in the social constructivist view of teaching and learning, PBL promotes self-regulated learning that is enhanced through exploration, cooperative social activity, and discourse. This study utilized STEM content assessments and a standardized critical thinking test to investigate the impact of PBL on fourth gradestudents’ content knowledge and critical thinking skills. The quantitative results revealed that over time both PBL and traditional learning groups showed gains.

Speaker Bio

Dr. Rehmat has a B.S. in Computer Science from St. John’s University and a Ph.D. in Curriculum and Instruction in Science Education and Technology from University of Nevada, Las Vegas. She was a post-doc with INSPIRE Research Institute in Pre-College Engineering at Purdue University. She was also a STEM director, a position funded by the Nevada Department of Education to develop integrated STEM curricula. Her research interest involves investigating how STEM+CS education can create holistic yet meaningful real- world experiences for students to foster critical thinking to prepare for the challenges of this evolving world.