Project-based learning (PBL) in Science, Technology, Engineering and Mathematics (STEM): Perspectives of Students with Special Education Needs (SENs)
Abstract
This study analyzes the engagement of students with SENs when a STEM Project Based Learning ( STEM PBL) method of teaching was implemented. Qualitative and quantitative data were collected to ascertain students’ and the teacher’s perspectives of STEM subjects, understanding and engagement in a STEM PBL approach, and changes in STEM skills. The results revealed that students had improved perceptions of some STEM subjects after the study. Results also showed that students were academically successful, engaged, and enjoyed the STEM PBL environment. Some STEM skills, both the teacher and students, improved throughout the study. The teacher showed improvements in some perceptions related to STEM and his ability to teach using STEM PBL, despite not having prior experience. This study demonstrated the positive impacts of using a STEM PBL approach when teaching students with SENs, and the possibilities for teacher development when employing this technique.