Potential and Challenges of Teaching Stem Through Projectbased Learning

Project-Based Learning (PBL) has emerged as an effective pedagogical approach in STEM education, promoting students’ problem-solving abilities, creativity, and real-world knowledge application. This study explores both the potential and challenges of implementing PBL in high school STEM curricula. Benefits include increased engagement, improved interdisciplinary understanding, and enhanced teamwork. However, limitations such as limited resources, teacher preparedness, time constraints, and assessment complexity can hinder implementation. To address these, strategies like targeted teacher training, collaboration with industry partners, and use of structured assessment tools (e.g., rubrics, peer evaluation) are proposed. After a one-month PBL application in a Vietnamese high school involving 98 students across grades 10, 11, and 12, the results showed significant improvement in interest levels. Male students’ interest in STEM subjects increased from $29.2 \%$ to $75 \%$, while female students demonstrated an even greater rise from $32 \%$ to $88 \%$. These findings suggest that with proper support, PBL can be a powerful method to boost STEM engagement and better prepare students for the demands of the 21st-century workforce.