Interdisciplinary project based-inquiry: Empowering students to solve global problems
Erin E. Krupa 1 * , Margaret L. Borden 1 , Hiller A. Spires 1 , Marie Himes 1
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1 North Carolina State University, Raleigh, NC, USA* Corresponding Author

Abstract

This study investigates the impact of an interdisciplinary project-based inquiry global project on 9th grade students’ science content knowledge and engagement using a mixed-methods research design. Data sources included pre/post tests on science content, pre/post survey on student motivation, and student focus groups interview data. Results indicate there were significant increases in student science content knowledge and significant increases in their feelings of empowerment. Three themes emerged from the focus group interviews: (1) collaborating during the pandemic, (2) motivation through sharing their ideas, and (3) motivation to learn science, technology, engineering, and mathematics content to solve global problems. Discussion focuses on the ways project-based learning help students feel motivated, even in a virtual learning environment.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 21, Issue 5, May 2025, Article No: em2639

https://doi.org/10.29333/ejmste/16396

Publication date: 20 May 2025

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Article Downloads: 124

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