Implementation of Interdisciplinary Project-Based Learning to Develop Students' Collaborative Skills Across Scientific Fields
Keywords:
Collaboration, Interdisciplinary Project-Based Learning, Science EducationAbstract
Interdisciplinary Project-Based Learning (IPBL) has been widely promoted as a pedagogical innovation for developing 21st-century competencies, yet empirical evidence on its role in cultivating students’ collaborative skills across scientific fields remains limited. This study aimed to investigate how IPBL fosters collaboration among secondary school students and to identify the design features and facilitation strategies that support its effectiveness. Employing a qualitative case study approach, the research was conducted over one semester at a public secondary school where science teachers collaboratively designed interdisciplinary projects integrating biology, chemistry, and physics. Data were collected through classroom observations, semi-structured interviews, focus group discussions, and analysis of student project artifacts, then analyzed thematically using inductive coding. The findings revealed that IPBL enhanced students’ ability to negotiate roles, integrate disciplinary knowledge, resolve conflicts constructively, and co-construct solutions to real-world problems. Teacher collaboration and scaffolding were found to be pivotal in modeling and supporting these processes. The study concludes that IPBL not only strengthens collaborative competencies but also increases students’ motivation and epistemic fluency. This research contributes to theory and practice by offering evidence-based insights into the mechanisms through which interdisciplinary collaboration can be fostered in science education.
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