Project-Based Learning Models
Project-based learning comes in a variety of forms and deciding which one you want to use requires consideration of many factors. PBL has been used extensively to teach STEM. Many education researchers point to a good fit between STEM disciplines and the skills most PBL models develop. A well-researched and thoughtful piece written by Niyazi Erdogan and Todd Bozeman explains how PBL developed and why it works well for teaching STEM.
Published in A Practice-Based Model of STEM Teaching (edited by A. Sahin, Sense Publishers, 2015), Chapter 3, by Erdogan and Bozeman - Models of Project-Based Learning for the 21sr Century - explores how Project-Based Learning (PBL) can be effectively structured and implemented in modern STEM classrooms. The book as a whole presents frameworks, practices, and insights aimed at equipping educators to deliver meaningful STEM education grounded in real-world challenges and inquiry-driven instruction.
In their chapter, Erdogan and Bozeman examine the development, structure, and application of Project-Based Learning (PBL) in contemporary STEM education. Drawing on decades of cognitive science and educational research, they argue that PBL is well-suited to helping students master Science, Technology, Engineering, and Mathematics content through experiential, student-directed inquiry. Two major forces have shaped PBL’s rise: advances in learning theory and the global push for more effective STEM education.
The authors highlight the shift from behaviorist theories to social learning theory, particularly through the work of Julian Rotter and Albert Bandura. This theoretical evolution emphasizes cognition, social context, and motivation as essential to learning—making PBL, with its interactive and collaborative structure, an ideal fit for 21st-century classrooms.
The chapter defines PBL through four core elements:
Initiation – the process of establishing goals, standards, and challenging tasks that are meaningful to students.
Management – the shared responsibility between teachers and students in organizing and guiding the learning process.
Deliverables – the realistic products or outcomes generated by students to solve real-world problems.
Assessment – ongoing, authentic evaluation using both formative and summative methods aligned with the learning process.
To illustrate these elements in practice, the authors examine three current PBL models:
Harmony Public Schools' “STEM Students on the Stage” (SOS)™ introduces PBL in tiers of increasing complexity, beginning with teacher-led projects and gradually transitioning to more student autonomy.
Aggie STEM Center emphasizes teacher-prepared, ill-defined problems that challenge students to devise complex solutions within constraints.
Buck Institute for Education relies heavily on “driving questions” to guide inquiry and connect learning to real-world issues, with strong alignment to standards.
Despite differences, these models share a reliance on teacher facilitation, a focus on standards-based outcomes, and an appreciation for student collaboration and authentic assessment.
The chapter also outlines two persistent challenges in scaling PBL:
Developing Effective STEM Teachers – Many educators lack the training or experience to confidently guide students through PBL, especially in facilitating open-ended inquiry, managing complex classroom dynamics, or designing meaningful assessments.
Measuring Student Achievement – Current accountability systems often emphasize standardized testing, which fails to capture the rich, real-world learning outcomes PBL can provide. This misalignment can discourage adoption and undercut the pedagogical strengths of PBL.
As solutions, Erdogan and Bozeman recommend stronger partnerships between universities and K–12 systems to support teacher training, especially for both novice and veteran educators. They also advocate for a broader redefinition of assessment that recognizes the value of formative feedback, student reflection, and demonstration of applied knowledge through products and presentations.
In conclusion, the authors position PBL as a powerful strategy for preparing students for the demands of the 21st century. However, successful implementation depends on embracing social learning principles, rethinking assessment, and investing in teacher capacity. For K–12 educators and administrators, this chapter provides both a conceptual framework and practical insight into making PBL a central part of modern STEM education.