Abstract:

This research proposal seeks to explore the integration of STEM Project-Based Learning (PBL) into the 10th-grade mathematics curriculum in Uzbekistan. In light of the country's ongoing educational reforms, this study aims to address the need for modern, student-centered instructional methodologies that emphasize interdisciplinary learning, critical thinking, and real-world problem-solving skills. STEM PBL, as a promising educational approach, aligns with these goals by fostering innovation, collaboration, and creativity in the classroom.

The primary objectives of this research are to examine: the perceptions and attitudes of mathematics teachers towards STEM PBL, the impact of STEM PBL on student engagement and learning outcomes, and the challenges faced by teachers in implementing this approach. The study will employ a quasi-experimental design and will involve teachers and students from three regions of Uzbekistan—Tashkent, Jizzakh, and Fergana. Data will be collected through surveys, interviews, and classroom observations to provide comprehensive insights into the effectiveness and feasibility of STEM PBL in the Uzbek educational context.

The anticipated outcomes of this research include identifying the key factors that influence successful implementation, such as teacher preparedness, availability of instructional materials, and curriculum design. Additionally, the study will explore barriers to adoption, including time constraints for lesson preparation and a lack of resources.

This proposal aims to contribute to the ongoing educational reform efforts in Uzbekistan by offering evidence-based recommendations for integrating STEM PBL into the Mathematics curriculum. The findings will not only support local educational objectives but also enrich global discussions on best practices in STEM education and curriculum development.