Project-Based Learning in Interdisciplinary Spaces: A Case Study in Norway and the United States

• Main Authors: Margaret Ann Bolick (Author), Malena Thomassen (Author), Jennifer Apland (Author), Olivia Spencer (Author), Fantasi Nicole (Author), Sonja Kim Ngan Tran (Author), Matthew Voigt (Author), Kelly Best Lazar (Author)
• Format: Book
• Published: MDPI AG, 2024-08-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 10.3390/educsci14080866; 2227-7102
• Keywords: project-based learning; lesson study; students as partners; curriculum development; interdisciplinary STEM; cultural exchange; Education; L
• Source: Education Sciences, Vol 14, Iss 8, p 866 (2024)

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.