Project-Based Learning in Interdisciplinary Spaces: A Case Study in Norway and the United States
The research described in this case study features a cohort of five exchange students from post-secondary institutions in Norway and the United States who collaboratively engaged in a project-based learning experience infused with aspects of place-based education, lesson study, and the pedagogical t...
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| Main Authors: | , , , , , , , |
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| Format: | Book |
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MDPI AG,
2024-08-01T00:00:00Z.
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| Summary: | The research described in this case study features a cohort of five exchange students from post-secondary institutions in Norway and the United States who collaboratively engaged in a project-based learning experience infused with aspects of place-based education, lesson study, and the pedagogical technique "students as partners". The students were tasked with crafting an interdisciplinary lesson combining mathematics and environmental science to address a localized problem in the Southeastern United States. This study reflects on how the students participated in project-based learning as well as the instructional practices that supported student engagement. Students identified an increase in understanding of interdisciplinary and multicultural Science, Technology, Engineering, and Mathematics (STEM) education, a broader understanding of instructional practices, and exposure to educational research. Data were collected throughout the study using a variety of techniques, including discussion posts, collaborative documents, and reflections to gauge student experience and project progress. The results provide evidence to support the use of project-based learning in postsecondary STEM classrooms and emphasize the benefits of engaging students in curriculum development. |
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| Item Description: | 10.3390/educsci14080866 2227-7102 |