2025/12/24 by Joelash R. Honra · 3 citations
Decision Sciences · Social Sciences · #Interdisciplinary Research and Collaboration #Problem and Project Based Learning #Science Education and Pedagogy
paper · doi:10.1080/00220973.2025.2606241
In an era of accelerating global complexity, traditional compartmentalized science instruction often fails to foster the transdisciplinary agility required for modern challenges. This quasi-experimental study (N=141) evaluated the efficacy of a design thinking-infused biology curriculum against problem-based learning and traditional didactic models in senior high school. Data triangulated from a validated Transdisciplinary Thinking Scale and focus group discussions revealed that the design-centric cohort achieved statistically significant gains in knowledge integration, collaborative synthesis, and divergent critical thinking. The findings suggest that the iterative, human-centered nature of design thinking effectively bridges academic silos, transforming biological concepts into actionable solutions. Consequently, this research provides a rigorous pedagogical framework for equipping 21st-century learners with the integrated competencies necessary to navigate and resolve multifaceted socio-environmental crises.