# abstract
2013 Sense Publishers. All rights reserved. This second edition of Project-Based Learning (PBL) presents an original approach to Science, Technology, Engineering and Mathematics (STEM) centric PBL. We define PBL as an ill-defined task with a well-defined outcome, which is consistent with our engineering design philosophy and the accountability highlighted in a standards-based environment. This model emphasizes a backward design that is initiated by well-defined outcomes, tied to local, state, or national standard that provide teachers with a framework guiding students design, solving, or completion of ill-defined tasks. This book was designed for middle and secondary teachers who want to improve engagement and provide contextualized learning for their students. However, the nature and scope of the content covered in the 14 chapters are appropriate for preservice teachers as well as for advanced graduate method courses. New to this edition is revised and expanded coverage of STEM PBL, including implementing STEM PBL with English Language Learners and the use of technology in PBL. The book also includes many new teacher-friendly forms, such as advanced organizers, team contracts for STEM PBL, and rubrics for assessing PBL in a larger format.

# authors[].organizations[].label
College of Education and Human Development

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Texas A&M Engineering Experiment Station (TEES)

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Institute for Engineering Education and Innovation

# authors[].organizations[].label
Institute for Engineering Education and Innovation

# authors[].organizations[].label
Texas A&M Engineering Experiment Station (TEES)

# authors[].organizations[].label
College of Education and Human Development

# authorList[]
Capraro, R. M., Capraro, M. M., & Morgan, J. R.

# editorList[]
Capraro, R. M., Capraro, M. M., & Morgan, J. R.