Abstract
When implementing project-based instruction (PBI) in a STEM classroom, we need to consider what it is that we want students to learn. What students should learn is determined by national, state, and local curricular standards in terms of content. In addition, the PBI designer needs to be aware of classic student misconceptions that students may have with concepts within the discipline content (see Chap. 4). This is where the driving question emerges. The driving question (DQ) drives the learning within the unit of study. Krajcik et al. (2014) claimed the DQ should be meaningful, sustainable, worthwhile, feasible, ethical, and contextual (see Table 3.1 from Krajcik et al. 2014).
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Wilhelm, J., Wilhelm, R., Cole, M. (2019). How Can Project-Based Units Be Designed for STEM Classrooms?. In: Creating Project-Based STEM Environments. Springer, Cham. https://doi.org/10.1007/978-3-030-04952-2_3
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