Authentic Transdisciplinary Project-Based STEM Education of University Students Learning for Teachers

Lyuben Vitanov, Nikolay Tsanev,

Lyudmila Zafirova, Gergana Hristova,

Katerina Dinkova, Kalina Georgieva,

Georges Kyushev, Zdravka Savcheva

Sofia University

https://doi.org/10.53656/ped2025-4.05

Abstract. The article examines the effectiveness of authentic STEM projects in increasing the motivation, academic achievements and important transferable skills of students learning for teachers such as critical thinking, initiative and entrepreneurship and teamwork skills. Essential characteristics of STEM learning, such as integrity and authenticity, are examined, as is project-based learning. Structured and approved authentic STEM integral projects and results of their application in student learning. The analysis of the effectiveness of the applied experimental approach is carried out according to five indicators and includes test tasks, authentic assessment with structured observation. The data show the effectiveness of the used authentic transdisciplinary STEM projects in the education of student learning for teachers. It translates into higher results in academic STEM achievements, motivation, initiative and entrepreneurship, as well as teamwork skills. There was no increase in students‘ critical thinking after the experimental work.

Keywords: STEM; authentic learning; transdisciplinary STEM; project-based learning

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Lessons for University Education – What is Useful to Borrow from School Education? Implementing STEM/STEALM in the Elementary School Classroom A Tool for Assessing Individual Student Contribution in Performing STEM-based Group Tasks Forces – Motion and Balance. Biomechanics of the Human Body – an Interdisciplinary STEAM practice