Impact of Cross-Disciplinary Project-Based Learning Approach on Students’ High Order Thinking Skills
DOI:
https://doi.org/10.46328/ijres.1321Keywords:
Cross-Disciplinarity Project-Based Learning, Higher Order Thinking Skills;, Science EducationAbstract
Despite the recognized efficacy of project-based learning (PBL) in fostering students' conceptual understanding, there is a notable gap in comprehensive research on its cross-disciplinary aspects, especially within the Lebanese context. This study seeks to investigate the impact of the Cross-Disciplinary Project-Based Learning Approach (CDPBLA) on the development of higher order thinking skills (HOTS) among Lebanese secondary school students through the implementation of everyday life research projects. The central research question probes whether the utilization of cross-disciplinary project-based learning approach could contribute to improvements in students' HOTS. By exploring the effectiveness of CDPBLA in the Lebanese educational context, this research aims to provide valuable insights into the potential of cross-disciplinary project-based learning to enhance HOTS skills acquisition and practice among secondary students. The results show promising outcomes where cross-disciplinary project has helped students in fostering many of their HOTS skills.
References
Chatila, H. & Malaeb, M. (2025). Impact of cross-disciplinary project-based learning approach on students’ high order thinking skills. International Journal of Research in Education and Science (IJRES), 11(4), 831-849. https://doi.org/10.46328/ijres.3744
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