Development of Primary Interdisciplinary Education Course Based on Project-Based Learning Combined with Research-Based Learning to Enhance Learning Achievement and Curriculum Development Ability of Third Year Student Teachers in Xi’an University
Abstract
Background and Aim: As current college students and future teachers, the student teachers’ interdisciplinary awareness affects their quality and the development of education. How to implement the concept of interdisciplinary education in student teachers’ education, the development of interdisciplinary education courses is particularly important. This study was a research and development. The objectives of the research were 1) to compare student teachers' learning achievement before and after implementing Primary interdisciplinary education courses based on Project-Based Learning combined with Research-Based Learning. 2) to compare student teachers' curriculum development ability after implementing Primary interdisciplinary education courses based on Project-Based Learning combined with Research-Based Learning with the criterion set 3.51 and 3) to compare student teachers' satisfaction after implementing Primary interdisciplinary education courses based on Project-Based Learning combined with Research-Based Learning with the criterion set 3.51.
Materials and Methods: The sample was 30 students (one class) from Xi’an University which were derived by cluster random sampling. The instruments used in this study were) Primary Interdisciplinary Education Course based on Project-Based Learning combined with Research-Based Learning; 2) 8 lesson plans; 3) A learning achievement test with 0.868 of reliability, the item difficulty ranged from 0.47-0.77, and the discrimination ranged from 0.22-0.89; 4) An evaluation form of curriculum development ability (Scoring Rubric) with 0.757 of inter-rater reliability; 5) A students’ satisfaction questionnaire with reliability of 0.855. The statistics used for data analysis were Mean, Standard deviation, t-test for dependent samples, and t-test for one sample.
Results: The results of the study were as follows: 1) The primary Interdisciplinary Education Course based on Project-Based Learning combined with Research-Based Learning was implemented and after implementation, the student teachers’ learning achievement post-test scores were higher than pretest scores at.01 level of statistical significance (t = 33.64, p<0.01); 2) the student teachers’ curriculum development ability post-test scores were higher than criteria of 3.51 at.01 level of statistical significance (M = 66.02, SD =2.34); and 3) the student teachers’ satisfaction post-test scores were higher than criteria of 3.51 at.01 level of statistical significance (M = 4.71, SD =0.15 ).
Conclusion: The developed Primary Interdisciplinary Education Course based on Project-Based Learning combined with Research-Based Learning can enhance the student teachers learning achievement and curriculum development ability. The student teachers had the satisfaction of studying the Primary Interdisciplinary Education Course.
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