Year: 2025
Type: article
Abstract: This study investigates the impact of an interdisciplinary project-based inquiry global project on 9th grade students’ science content knowledge and engagement using a mixed-methods research design. Data sources included pre/post tests on science content, pre/post survey on student motivation, and student focus groups interview data. Results indicate there were significant increases in student science content knowledge and significant increases in their feelings of empowerment. Three themes emerged from the focus group interviews: (1) collaborating during the pandemic, (2) motivation through sharing their ideas, and (3) motivation to learn science, technology, engineering, and mathematics content to solve global problems. Discussion focuses on the ways project-based learning help students feel motivated, even in a virtual learning environment.
Institution: North Carolina State University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
Funder: National Science Foundation
OpenAlex ID: W4410522278