Interdisciplinary Project-Based Inquiry: Improving Content Knowledge and Increasing Empowerment

• In Event: Innovative and Interdisciplinary Project-Based Learning Enactment

Abstract

Building on current conceptions of project-based learning, a mixed-methods research design was used to explore the effects of an interdisciplinary Project-Based Inquiry (PBI) Global project on 9th grade students’ science content knowledge and engagement. 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 non-significant increases in student 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 STEM content to solve global problems. Discussion focuses on the ways project-based learning helped students feel motivated, even in a virtual learning environment.

Authors

• Erin E. Krupa, North Carolina State University

• Margaret Leak Borden, North Carolina State University

• Hiller A. Spires, North Carolina State University

• Marie Himes, North Carolina State University