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An Investigation of the Effects of Integrating Computing and Project- or Problem-Based Learning in the Context of Environmental Sciences: A Case of Pakistani STEM Teachers

An Investigation of the Effects of Integrating Computing and Project- or Problem-Based Learning in the Context of Environmental Sciences: A Case of Pakistani STEM Teachers
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Author(s): Mahnaz Moallem (Towson University, USA), William L. Sterrett (University of North Carolina at Wilmington, USA), Christopher Raymond Gordon (Lenoir-Rhyne University, USA), Sohail Masood Sukhera (University of North Carolina at Wilmington, USA), Aisha Mahmood (University of Education, Pakistan) and Ahsan Bashir (University of Education, Pakistan)
Copyright: 2021
Pages: 41
Source title: Building STEM Skills Through Environmental Education
Source Author(s)/Editor(s): Stephen T. Schroth (Towson University, USA) and Janese Daniels (Towson University, USA)
DOI: 10.4018/978-1-7998-2711-5.ch003

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Abstract

The chapter reports the results of integrating computing, project or problem-based learning and engineering process to address the needs of preparing the STEM workforce in Punjab, Pakistan through transforming STEM teaching and learning processes. It also aimed to build the capacity of the University of Education, Lahore to improve the quality and relevancy of its STEM teacher education programs and its partnership schools. A collaborative team of STEM and STEM education faculty from two U.S. universities and University of Education (UE), Lahore designed, developed, implemented, and evaluated STEM learning units with a specific focus on water and management of natural resources to under-served 6-8 grade students in Pakistan through the integration of project-based and problem-based learning (PBL) and Squeak Etoys, modeling, and simulation tool.

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