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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Bibliographic Details
Published in:Education sciences 2024-08, Vol.14 (8), p.866
Main Authors: Bolick, Margaret Ann, Thomassen, Malena, Apland, Jennifer, Spencer, Olivia, Nicole, Fantasi, Tran, Sonja Kim Ngan, Voigt, Matthew, Lazar, Kelly Best
Format: Article
Language:English
Subjects:
Active Learning
Architects
Case studies
Classrooms
Collaboration
cultural exchange
Cultural relations
Culture
Curriculum development
Education
Empowerment
Environmental science
Environmental sciences
Foreign students
Graduate students
Interdisciplinary aspects
interdisciplinary STEM
Learner Engagement
Learning Processes
lesson study
Mathematics education
Methods
Project-based learning
Science education
STEM education
students as partners
Teachers
Teaching methods
Technology education
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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.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci14080866