Experiences and Views on Interdisciplinary Project-based Learning Program for Teachers and Students

Abstract

This two-year study investigated the impact of professional development interventions for teachers on students’ learning. In the first year, this study focused on designing, implementing, and evaluating the teachers' professional development program of interdisciplinary project-based Learning (T-IPjBLP). In the second year, this study focused on the experimental teaching of the student learning program of interdisciplinary project-based learning (S-IPjBLP) that teachers designed. Further, the author assessed the impact of S-IPjBLP on students’ capacities for critical thinking, communication, creativity, and collaboration (i.e., the 4Cs) and technological application from teachers’ and students’ views. The participants comprised seven teachers who taught natural science and technology subjects at the same junior high school in central Taiwan and their 26 eighth-graders. The results revealed that after attending the T-IPjBLP, the teachers' beliefs changed from a teacher-centered approach to a learner-centered approach, and their knowledge of PjBL improved significantly. After implementing the S-IPjBLP in class, teachers affirmed that PjBL pedagogy was a practical approach for increasing the students’ 4Cs capacities and technological application. The barriers that they encountered included time constraints and mandated curriculum pacing. Regarding student learning, students had positive experiences and feelings toward the S-IPjBLP. Most perceived that S-IPjBLP could improve their capacities for 4Cs and technological applications.