Problem-based learning and interdisciplinarity in the subjects of physics and geography - presentation of an intercurriculum project

Abstract

Observing climate occupies a prominent place in public education. There are several points of connection in the curricula of secondary and primary school science subjects, where observation of our environment is one of the main goals. These points of connection provide an opportunity for interdisciplinary cooperation and interdisciplinary processing of a given topic. In science education, the development of the researcher’s approach and observations play an important role. By combining these key roles and posing an interdisciplinary problem, we can create a task that simultaneously develops students’ scientific skills, while encouraging creativity, critical thinking and cooperation. Creative and critical thinking are the foundation of problem-solving thinking, so such an interdisciplinary project provides a good opportunity to apply the problem-based learning (PBL) method. During the analysis of the curriculum regulators in physics and geography reveals several thematic overlaps and methodological points of connection, including climate change-related subjects and group activities. There is an excellent opportunity to create projects that develop problem-based thinking and strengthen being environmentally conscious in students, in line with 21st century educational trends. The study presents such a project, which focuses on the urban “heat island phenomenon” and its problem-based, measurement-based approach.