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Open AccessArticle

Problem-Based Learning (PBL) and Student Interest in STEM Careers: The Roles of Motivation and Ability Beliefs

1
Outlier Research & Evaluation, UChicago STEM Education, University of Chicago, 1427 E. 60th St., Chicago, IL 60637, USA
2
Feinberg School of Medicine, Northwestern University, 633 N. St Clair, Evanston, IL 60611, USA
*
Author to whom correspondence should be addressed.
Educ. Sci. 2017, 7(4), 92; https://doi.org/10.3390/educsci7040092
Received: 2 October 2017 / Revised: 15 November 2017 / Accepted: 4 December 2017 / Published: 20 December 2017
Amid growing concerns about the future of the U.S. economy and workforce, educators and policymakers alike have increasingly emphasized the need to expand the number of students interested in, qualified for and actually pursuing careers in science, technology, engineering and mathematics (STEM). The current study draws on survey responses from a sample of 3852 high school students at inclusive STEM schools across the U.S. to investigate how project- and problem-based learning (PBL) may work to address this need. Multivariate regression results indicate that student ratings of PBL are associated with interest in pursuing a career in STEM, as well as with intrinsic motivation for science and students’ ability beliefs for both science and math. Further, mediation analysis using Hayes’ (2014) MEDIATE macro suggests that science intrinsic motivation and ability beliefs mediate the relationship between perceived PBL experiences and student interest in a future STEM career (IFSC). Our results highlight the important potential of PBL for increasing student STEM attitudes and interest in future STEM careers. As one of the only large-scale quantitative analyses of its kind, this study provides critical information for educators, school administrators and policymakers as they continue to seek effective ways of encouraging students to pursue STEM careers. View Full-Text
Keywords: STEM education; STEM schools; problem-based learning; motivation; ability beliefs STEM education; STEM schools; problem-based learning; motivation; ability beliefs
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LaForce, M.; Noble, E.; Blackwell, C. Problem-Based Learning (PBL) and Student Interest in STEM Careers: The Roles of Motivation and Ability Beliefs. Educ. Sci. 2017, 7, 92.

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