Engaging Non-Scientists in STEM Through Problem-Based Learning and Service Learning

Authors

Andrew Tawfik, Concordia University ChicagoFollow
Rebecca J. Trueman, Algonquin CollegeFollow
Matthew M. Lorz, Sustainable Environments, LLCFollow

Abstract

This study follows the evolution of a single biology course designed for non-science majors. In its original design, the course used only traditional pedagogical techniques, such as lecture and textbook homework assignments. Over several iterations of the course, the class combined problem-based learning (PBL) and service learning to better support student knowledge. For this study, our goal was for students to learn biology concepts as they engaged in a lake cleanup project within the greater Chicago metropolitan area. Data sources consisted of pretest, posttest, and final exam scores to assess learning. The results suggest the combination of PBL and service learning led to gains in student learning.

Recommended Citation

Tawfik, A. , Trueman, R. J. , & Lorz, M. M. (2014). Engaging Non-Scientists in STEM Through Problem-Based Learning and Service Learning. Interdisciplinary Journal of Problem-Based Learning, 8(2).
Available at: https://doi.org/10.7771/1541-5015.1417