Interdisciplinary Project-Based Learning as an Activity System: A Case Study of One High School Course

• In Event: Roundtable Session 35
  In Roundtable Session: Problem-Based Education SIG Roundtable Session: Problem-Based Education as a Means to Increase Confidence and Essential Skills

Abstract

In spite of widespread support for interdisciplinary learning among scholars, educators, and theorists, many American schools continue to organize learning into discrete and often disconnected subject areas. Project- and problem-based learning advocate interdisciplinary learning; however, meaningfully integrating content across subject areas remains a challenge for teachers and curriculum designers. This case study utilizes activity systems analysis to explore the implementation of a high school World Studies course intended to integrate World History and Literature through PBL. Through the analysis of qualitative data including classroom observations, interviews, focus groups, and documents, the study provides narratives and activity system models describing the enactment of two projects and highlights tensions that emerged within the activity system over the course of project implementation.

Author

• Jessica Gale, Georgia Institute of Technology