Teachers’ Reflections On Their Experiences Teaching Interdisciplinary Project-Based Courses

Authors

Malin KJELLBERG, Engineering Education Research, Department of Communication and Learning in Science, Chalmers university of technology, SwedenFollow
Michael O'CONNELL, Engineering Education Research, Department of Communication and Learning in Science, Chalmers university of technology, SwedenFollow
Becky BERGMAN, Language and Communication, Department of Communication and Learning in Science,Chalmers university of technology, SwedenFollow
Christian STÖHR, Engineering Education Research, Department of Communication and Learning in Science, Chalmers university of technology, SwedenFollow
Johanna LARSSON, Engineering Education Research, Department of Communication and Learning in Science, Chalmers university of technology, SwedenFollow

Document Type

Conference Paper

Abstract

In project-based, interdisciplinary engineering courses, teachers face the challenge of not only imparting technical knowledge but also facilitating effective project- and teamwork. In this study we conducted a thematic qualitative analysis of 11 teachers' reflections on interdisciplinary project-based learning (PjBL). The results show that teachers appreciated PjBL as a means to motivate students and that one challenge was handling differences in terms of student disciplinary background. While most teachers did not see a need for further training, teachers who did identify such needs also seemed to already apply a wider range of PjBL teaching strategies. We discuss the implication of our findings for both practitioners and researchers.

DOI

https://doi.org/10.21427/1C6T-W684

Recommended Citation

Kjellberg, M., O'Connell, M., Bergman, B., & Stohr, C. (2023). Teachers’ Reflections On Their Experiences Teaching Interdisciplinary Project-Based Courses. European Society for Engineering Education (SEFI). https://doi.org/10.21427/1C6T-W684

Creative Commons License

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