2023 ASEE Annual Conference & Exposition

This research study investigates elementary students’ experiences regarding engineering as a result of engaging in STEM-integrated problem-based learning (PBL) units. The study participants comprised fourth-grade students from the Southwest region of the USA. A mixed methods approach was employed for analysis. The qualitative findings revealed that STEM-integrated PBL promoted students to use authentic engineering skills such as engagement in design and engineering, teamwork, and communication. Students also indicated that PBL units enabled active learning, allowing them to control their learning experience, which fostered a more positive attitude in STEM. The quantitative findings corroborated the qualitative results, as a shift in students' attitudes was observed from pre to post. Many students who initially believed they could not be successful in engineering (56%) became more comfortable with engineering (98%). Furthermore, those that initially thought engineering could not improve everyday things for people (44%) felt engineering could afterward (87%). While those that believed (pre) fixing things was not something they were good at (38%) later felt it was something they could achieve (92%).