The purpose of this study is to investigate how interdisciplinary learning enhances lower-form students’ learning in secondary schools and is also to provide a practical example for teachers in secondary schools to promote interdisciplinary learning beyond the existing curriculum. The research was carried out with 121 secondary 2 students aged 12 to13 in the school year of 2019-2020. Students participated in a STEM project called “Renewable Energy”. First, in the project, teachers taught the subject knowledge that related renewable energy during the Mathematics, Geography and Integrated Science lessons. Second, students had to complete different learning tasks during their lesson, such as statistical poster, drawing and created an experiment. Third, students had to combine the outcome of the learning tasks by setting up a booth to present their findings for other students and teachers. Quantitative and qualitative data were used to investigate students’ learning in the project for all subjects. After the completion of the project, the students were invited to answer a questionnaire. The questionnaire included a Likert scale and an open-end question in order to get more in-depth information of the attitude and motivation of the students towards the project on Mathematics, Geography, Integrated Science and the overall view of the project in multiple perspectives. The analysis and discussion will be launched in the conference.
Ming Yan Tsui, The University of Hong Kong, Hong Kong
Ida Ah Chee Mok, The University of Hong Kong, Hong Kong
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