Transcending Silos: An Interdisciplinary Project-Based Learning Approach to Science Education

Abstract

In an era defined by complex, interconnected challenges like climate change, pandemics, and resource depletion, the traditional siloed approach to science education is proving increasingly insufficient. Interdisciplinary project-based learning represents a promising path forward in science education, fostering integrated and holistic learning experiences that move beyond isolated subject learning. Grounded in philosophical ideas of holism, pragmatism, constructivism, and transcendentalism, this article presents a case project illustrating the practical application of interdisciplinary project-based learning. This project engages students in integrating concepts from biology, chemistry, earth science, engineering, and social studies. Through phased activities—research and planning, data collection, implementation, and presentation—students develop a decent understanding of real-world problems while fostering skills in collaboration, problem-solving, and a sense of civic responsibility. Additionally, strategies are proposed to navigate the challenges associated with implementing interdisciplinary project-based learning, including aligning projects with standards, investing in professional development, leveraging community resources, and building support from stakeholders.