Document Type

Internship Report

Publication Date

Spring 2017


In an address made by President Obama in January of 2011, the importance of fostering innovative thought in science, technology, engineering, and mathematics (STEM)-related fields was highlighted as being the key to securing America’s economic prosperity and success in the future (Obama, 2011). This notion was further echoed in a report that emphasized the importance of enhancing STEM education at the K-12 levels (National Economic Council, 2015). In the report, “Strategy for American Innovation (SAI) - Securing Our Economic Growth and Prosperity,” 21st century advents largely derived from advances in the science and engineering sectors were seen as the keys to success in the United States’ future economy and core employment base (National Economic Council, 2015). Project-Based Learning (PBL) (Jones, Rasmussen, & Moffitt, 1991) is a pedagogical tool that is designed to foster systematic discovery of complex, real-world problems through student investigations that emphasize both content and skills development (Kanter, 2010). PBL has been shown to be an effective teaching method that has the capacity to both challenge and engage students in the process of scientific inquiry. Additionally, issue-oriented and activity-based science instruction has been shown to enhance students’ positive attitudes towards the subject (Davies, 2001; Kidron & Kali, 2015). Recognizing that attitudes and beliefs are both integral parts of cognition itself, my goal was to evaluate the degree to which a project-based learning, live action role play (LARP) unit influenced student learning and attitudes at the Marine Academy of Science and Technology at Florida International University’s Biscayne Bay Campus (MAST @ FIU’s BBC).


Division: MBE

MPS Track: TME

Location: MAST at FIU in Biscayne Bay

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