Enhancing STREAMS design for student teachers in a Problem Based Learning (PBL) setting

Abstract

To achieve Qatar's vision for 2030, Qatar's educational direction is moving enthusiastically towards implementing STEM-based curriculum integration. Qatar's Vision for 2030 is based on striving for development at all levels, especially human development. Qatar University's (QU) vision is aligned with the 2030 vision. QU is seeking to build up students-teachers teaching philosophies, which can be reflected on their daily lesson plans of STEMS and STEAM as these approaches have proven their effectiveness in other developed countries ("Qatar university," 2019). However, little to no research has been done to study the attitudes and perceptions of applying pre-service teachers in Qatar to implement the STREAMS approach to encourage reading and writing among schools. Facing these challenges, the student's teacher's preparation program is encouraged to implement PBL as an innovative instruction to teach the students' teachers about a different aspect of the STREAMS approach. Higher education courses tend to teach education theories and best practices passively with little effort to assist in learner assimilation of those theories in practice. The project-based learning (PBL) approach was introduced in pre-service education at Qatar University. PBL was introduced as a foundation of good instruction when planning and using the STREAMS approach (Science, Technology, Reading, Engendering, Arts, Maths, and Social). To foster authentic learning through applying PBL instruction. Moursund (2003) advocates for project-based learning, saying that it has a high level of "authenticity" (p. xi). STREAMS approach assisted PBL lesson is considered an opportunity for pre-service teachers to learn in an authentic multidisciplinary environment, reflect on STREAMS approach process, designing, planning and different way of integrating subjects. Develop self-reliance when applying the STREAMS approach in schools and learn to work in a group, individually with less guidance. Therefore, the study explores student teachers' perception of the STREAMS approaches through applying PBL instruction. Methodologically, the study will employ data from interviewing the students and surveys. This paper describes the process, assignments, and challenges while introducing the PBL in teacher education at a university level