**4.1 Problem-based learning**

Problem-based learning (PrBL) is similar to project-based learning; however, it begins with a real-world complex problem or challenge. In PrBL, the learning process begins with the presentation of a problem or a challenge, and students are tasked with exploring, analyzing, and solving that problem over a specified period. This approach has often been utilized in medical schools, but is also implemented in K-12 settings, especially in mathematics classrooms.

Unique features of PrBL in contrast to PBL include:

1.Teacher as Facilitator: Instead of traditional lecturing, instructors using PrBL serve as facilitators. They provide support and resources to help students navigate the problem-solving process but do not dictate solutions.

*Integrating STEM: An Interdisciplinary Approach to PreK-12 Education DOI: http://dx.doi.org/10.5772/intechopen.114009*


Problem-based learning targets students developing a deep understanding of the content covered, utilize critical thinking skills and self-directed learning abilities, and focus on the application of knowledge in real-world contexts. It encourages students to become self-learners, capable of addressing the complex problems they may face in future careers.

### **4.2 Phenomena-based learning (PhBL)**

Phenomena-based learning (PhBL) is a variant of PBL that revolves around students exploring complex, real-world phenomena that are of interest to them [27]. This educational movement was initiated by Finland's educational system in 2016 striving to expand traditional project-based learning (PBL) and problem-based learning (PrBL) approaches into learning experiences that immerse students deeper into contextual situations aligned with real-life issues while also applying knowledge and skills from multiple disciplines. As with PBL and PrBL, students are encouraged to share their innovative solutions widely.

The unique aspects of PhBL include:


Phenomena-based learning (PhBL) projects often begin when students are personally impacted by a specific phenomenon. For example, the COVID-19 Engineering Design Challenge, spanning 2020–2023, engaged over 1000 students from 14 countries to design solutions to challenges and worldwide problems related to the pandemic [28]. Students were encouraged to identify areas of need, brainstorm and design solutions, and communicate their ideas to their classmates, families, and community members via online environments or following physical distancing guidelines established by their teachers and/or schools.

PBL, PrBL, and PhBL are effective methods for promoting deeper learning. The success of these approaches depends on the quality of instruction, the relevance of the chosen problems or phenomena, and the support provided to students as they learn. These methodologies are especially suited to STEM.

#### **4.3 PBL/PrBL/PhBL products**

STEM-focused schools engage in a wide range of real-world projects that are designed to apply and deepen student understanding of STEM concepts and skills. These inquiry-based projects emphasize hands-on learning, problem-solving, and collaboration. Specific projects can vary depending on the curriculum, resources, and student interest.

Samples include:


Projects are designed to help students learn STEM content, but they also serve the function of helping students develop critical thinking, problem-solving, teamwork, and communication skills. Where applicable, projects can provide opportunities for students to collaborate with industry professionals, mentors, and experts in the field, which can often be a barrier for many schools due to location and lack of opportunities to interact with professionals, especially in rural areas. However, the pandemic illustrated the value of web-based conferencing to bring experts into the classroom remotely. Projects can span across schools and grade levels and include virtual participation as well.
