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From Experience to Inquiry to Generalization: Understanding the STEM-PBL Learning Process and Developing a Formative Assessment Model.

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Title: From Experience to Inquiry to Generalization: Understanding the STEM-PBL Learning Process and Developing a Formative Assessment Model.
Authors: Xie, Ying1 (AUTHOR) yingxie0819@gmail.com, Wan, Chao1 (AUTHOR) wanchao@syu.edu.cn, Kong, Kai1 (AUTHOR) kongkai@syu.edu.cn
Source: Research in Science Education. Feb2026, Vol. 56 Issue 1, p355-377. 23p.
Subject Terms: *STEM education, *Formative evaluation, *Project method in teaching, *Elementary education, *Learning, *Philosophy of education, *Inquiry-based learning
Abstract: As an effective teaching strategy and learning mode in science, technology, engineering, and mathematics (STEM) education, STEM project-based learning (STEM-PBL) has gained global acceptance among teachers and students. However, there is a lack of research on the STEM-PBL learning process, and no relevant model to guide STEM-PBL formative assessment. Therefore, this study aims to explore the STEM-PBL learning process and then develop a formative assessment model to support learning and assessment activities based on this process. We developed hypotheses on relationships in the STEM-PBL learning process based on Whitehead's educational philosophy of "the rhythm of education," which informed the design of the formative assessment model. Data were analyzed from 304 Chinese elementary school students in STEM clubs. Study results show: (1) The STEM-PBL learning process consists of "STEM-PBL Experience" "STEM-PBL Inquiry" and "STEM-PBL Generalization," with each positive impact existing between the stages. In addition, the STEM-PBL Inquiry stage mediates the relationship between the STEM-PBL Experience stage and the STEM-PBL Generalization stage. (2) The formative assessment model based on the STEM-PBL learning process is well-founded. "Engineering design" "Hands-on inquiry" and "Behavioral participation" are the assessment elements that should be valued in each stage of the STEM-PBL learning process. The model constructed in this study can help students develop a clear mind of their learning process and provide teachers with strategies for designing STEM-PBL formative assessment activities. [ABSTRACT FROM AUTHOR]
Copyright of Research in Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: From Experience to Inquiry to Generalization: Understanding the STEM-PBL Learning Process and Developing a Formative Assessment Model.
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  Data: *<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Formative+evaluation%22">Formative evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Project+method+in+teaching%22">Project method in teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Philosophy+of+education%22">Philosophy of education</searchLink><br />*<searchLink fieldCode="DE" term="%22Inquiry-based+learning%22">Inquiry-based learning</searchLink>
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  Data: As an effective teaching strategy and learning mode in science, technology, engineering, and mathematics (STEM) education, STEM project-based learning (STEM-PBL) has gained global acceptance among teachers and students. However, there is a lack of research on the STEM-PBL learning process, and no relevant model to guide STEM-PBL formative assessment. Therefore, this study aims to explore the STEM-PBL learning process and then develop a formative assessment model to support learning and assessment activities based on this process. We developed hypotheses on relationships in the STEM-PBL learning process based on Whitehead's educational philosophy of "the rhythm of education," which informed the design of the formative assessment model. Data were analyzed from 304 Chinese elementary school students in STEM clubs. Study results show: (1) The STEM-PBL learning process consists of "STEM-PBL Experience" "STEM-PBL Inquiry" and "STEM-PBL Generalization," with each positive impact existing between the stages. In addition, the STEM-PBL Inquiry stage mediates the relationship between the STEM-PBL Experience stage and the STEM-PBL Generalization stage. (2) The formative assessment model based on the STEM-PBL learning process is well-founded. "Engineering design" "Hands-on inquiry" and "Behavioral participation" are the assessment elements that should be valued in each stage of the STEM-PBL learning process. The model constructed in this study can help students develop a clear mind of their learning process and provide teachers with strategies for designing STEM-PBL formative assessment activities. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Research in Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s11165-025-10273-x
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      – SubjectFull: Project method in teaching
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      – SubjectFull: Elementary education
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      – SubjectFull: Philosophy of education
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      – TitleFull: From Experience to Inquiry to Generalization: Understanding the STEM-PBL Learning Process and Developing a Formative Assessment Model.
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              Text: Feb2026
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              Y: 2026
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