How to Enhance Interdisciplinary Competence—Interdisciplinary Problem-Based Learning versus Interdisciplinary Project-Based Learning

By Mirjam Braßler, Jan Dettmers. 2017

162 citations recorded by the source corpus.

Interdisciplinary competence is important in academia for both employability and sustainable development. However, to date, there are no specific interdisciplinary education models and, naturally, no empirical studies to assess them. Since problem-based learning (PBL) and project-based learning (PjBL) are learning approaches that emphasize students’ collaboration, both pedagogies seem suitable to enhance students’ interdisciplinary competence. Based on the principle of constructive alignment and four instructional principles on interdisciplinary learning, this paper proposes that students profit more from interdisciplinary PBL (iPBL) than interdisciplinary PjBL (iPjBL). A pre-post study was conducted with a sample of 95 students participating in iPBL and 183 students participating in iPjBL. As expected, multilevel models on students’ development in (a) interdisciplinary skills, (b) reflective behavior, and (c) recognizing disciplinary perspectives show that iPBL enhances students’ interdisciplinary competence more than iPjBL.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/b656740ae659c1470081ca4ec7b5d92f778d6e35

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1. Stephanie L. Strachan
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Citations in the corpus

• Putting PjBL to the Test: The Impact of Project-Based Learning on Second Graders’ Social Studies and Literacy Learning and Motivation in Low-SES School Settings (2020, background): “For discussion of the differences between these approaches, see Brassler and Dettmers (2017) and Savery (2019).”
• Understanding student-centred learning in higher education: students’ and teachers’ perceptions, challenges, and cognitive gaps (2019, background): “In the process, students learn concepts and principles that are much broader than the speci fi c problems posed (Brassler and Dettmers 2017; Gijbels et al. 2005).”