Project-Based Learning in Interdisciplinary Spaces: A Case Study in Norway and the United States
Abstract
:1. Introduction
- Student Engagement: How did exchange students actively participate as partners in the project-based learning process to create an interdisciplinary STEM lesson integrating mathematics and environmental science concepts?
- Implementation: What were the key instructional barriers and supports encountered when implementing a project-based interdisciplinary STEM lesson where students were involved as co-creators?
- Conceptual Impact: How did participation in the project-based lesson development process influence exchange students’ understanding of interdisciplinary STEM education and its practical applications?
2. Conceptual Framing and Background
2.1. Project-Based Learning: Design Elements
2.2. Connection to Place-Based Education
2.3. Infusion of Lesson Study
2.4. Engaging Students as Partners in Curriculum Development
2.5. Project-Based Learning: Teaching Practices
3. Methods
3.1. Data Context
3.2. Course Description
3.3. Participants
3.4. Study Design
3.5. Data Collection
3.6. Data Analysis
3.7. Validity and Reliability
4. Results
4.1. Students as Decision Makers and Lesson Architects
“One problem that affects the Savannah River Watershed and the surrounding communities is heavy pollution into the basin…Communities are affected by this problem because it damages the aesthetic of the environment, but also because pollution can cause blockages that can contribute to things like flooding.”Florence
4.2. Effective Instructional Supports and Barriers
4.2.1. Create a Welcoming and Collaborative Culture
4.2.2. Scaffold Activities Responsive to the Lesson Architect’s Needs
4.2.3. Additional Structure to Assist the Lesson Architects in Decision Making
4.3. Multifaceted Understanding of Interdisciplinary STEM Education
4.3.1. Expanding Knowledge of Environmental Science
4.3.2. Multiculturalism within Interdisciplinary STEM Education
4.3.3. Understanding of Learning Theories
4.3.4. Engagement in Educational Research
“The exposure to various theories through reading research papers has been crucial in broadening my understanding for conducting research. Delving into these papers has not only enhanced my theoretical knowledge but has also offered practical insights into the methodologies employed in research. It’s even more fascinating to witness how these theories come to life through the implementation of the algal bloom lesson.”Sophia
4.3.5. Broadening the Understanding of Instructional Practices
5. Discussion
5.1. Facilitate Effective Communication
5.2. Lesson Architect-Centered: Focus on the Interests, Experiences, and Knowledge of the Lesson Architects
5.3. Include Authentic Engagement with Interdisciplinary STEM Education
5.4. Future Directions for Project-Based Learning with Students as Partners
6. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
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Pseudonym | Position | Brief Biography |
---|---|---|
Florence | Undergraduate Lesson Architect (United States) | She is a Bachelor of Science student in Civil Engineering at Isunigu University. |
Maria | Undergraduate Lesson Architect (Norway) | She is a Bachelor of Science student in Civil Engineering at the University of Egðir. |
Red | Graduate Lesson Architect (Norway) | She is a Master of Science student in Civil Engineering and Industrial Economy and Technology Management at the University of Egðir. |
Salix | Graduate Lesson Architect (United States) | She is a recent graduate with a Master of Science in Biological Sciences from Isunigu University. Her research focus is plant ecology. |
Sophia | Graduate Lesson Architect (Norway) | She is a Master of Science student in Industrial Economy and Technology Management with a Bachelor of Science degree in Electronics and Electrical Engineering from the University of Egðir. |
Gigi | Graduate Student Teacher of Record; Lead Researcher (United States) | She is a current PhD student in Engineering and Science Education at Isunigu University with previous secondary mathematics and science teaching experience, as well as experience in Biomedical Engineering. |
Saoirse | Faculty Co-Instructor (United States) | She is an assistant professor at Isunigu University with a joint appointment in the Department of Engineering and Science Education and the Department of Environmental Engineering and Earth Sciences. |
Maximilian (Max) | Faculty Co-Instructor (United States) | He is an assistant professor at Isunigu University in the Department of Engineering and Science Education. |
Learning Objective | Description |
---|---|
Learning Objective 1 | Students will plot various types of algal bloom data and conduct multiple statistical tests on data derived from different locations, including the Savannah River Watershed and Norwegian Coastline. |
Learning Objective 2 | Students will be able to interpret the results of the graphs and statistical tests by making connections within and across data sets to draw conclusions about how algal blooms grow and the impact algal blooms have on the environment. |
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Share and Cite
Bolick, M.A.; Thomassen, M.; Apland, J.; Spencer, O.; Nicole, F.; Tran, S.K.N.; Voigt, M.; Lazar, K.B. Project-Based Learning in Interdisciplinary Spaces: A Case Study in Norway and the United States. Educ. Sci. 2024, 14, 866. https://doi.org/10.3390/educsci14080866
Bolick MA, Thomassen M, Apland J, Spencer O, Nicole F, Tran SKN, Voigt M, Lazar KB. Project-Based Learning in Interdisciplinary Spaces: A Case Study in Norway and the United States. Education Sciences. 2024; 14(8):866. https://doi.org/10.3390/educsci14080866
Chicago/Turabian StyleBolick, Margaret Ann, Malena Thomassen, Jennifer Apland, Olivia Spencer, Fantasi Nicole, Sonja Kim Ngan Tran, Matthew Voigt, and Kelly Best Lazar. 2024. "Project-Based Learning in Interdisciplinary Spaces: A Case Study in Norway and the United States" Education Sciences 14, no. 8: 866. https://doi.org/10.3390/educsci14080866