Theoretical Framework for the Design of STEM Project-Based Learning

Do you remember learning how to ride a bike? Or do you remember teaching someone to learn how to ride a bike? Learning to ride a bike or teaching someone to ride a bike is an iterative process where the learner wants to “experiment” too quickly and the teacher tries to impart his/her wisdom so the learner does not make the same mistakes that his/her did. In the end, the learner probably had to repeat many of the same mistakes; and most importantly, no one would have pronounced one of the early experiences as a failure because the learner was not ready to ride in the Tour de France. Learning to teach Project-Based Learning (PBL) effectively requires that an individual practice some of the patience and techniques required to teach someone to ride a bike, patience to allow the learner to take control and become more experienced in the techniques that build upon the expanding experience and knowledge base as a catalyst for accelerated learning. Just as learning to ride a bike – or learning to let the learner learn on his/her own – is not an all or nothing process, learning to learn in a PBL environment and learning to teach in a PBL environment are not all or nothing propositions.

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