Document Type

Article

Publication Date

2026

DOI

10.32674/8f8a5730

Publication Title

American Journal of STEM Education

Volume

25

Pages

172-188

Abstract

This study examines how project-based learning (PBL) supports pre-service STEM teachers (PSTs) in understanding and applying disciplinary literacy in classroom instruction. Conducted in a semester-long PBL course at a mid-sized public university, the research explores PSTs’ shifting perceptions of literacy in STEM and the challenges and successes they experience. Using qualitative methods grounded in student voice and case study frameworks, data were collected through focus groups, reflections, and lesson plan analyses. Findings show PSTs initially held narrow views of literacy but developed more nuanced understandings through PBL. Key successes included increased confidence and use of inquiry-based strategies; challenges involved time constraints and students’ unfamiliarity with active learning. The study highlights PBL’s value in fostering authentic, inquiry-driven STEM instruction.

Rights

Copyright © 2026 Sarah Ferguson, Mary Enderson, Jamie Colwell

This work is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0) License.

ORCID

0000-0003-3743-3398 (Enderson), 0000-0002-7037-1718 (Colwell)

Original Publication Citation

Ferguson, S., Enderson, M., & Colwell, J. (2026). Pre-service teachers' perceptions of literacy in STEM classroom instruction by implementation of project-based lessons. American Journal of STEM Education, 25, 172-188. https://doi.org/10.32674/8f8a5730

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