Multidisciplinary Learning Environments (MLE): Young Minds Science and Art Summer Camp Project
Keywords:
multidisciplinary, learning, communication skills, social adaptationAbstract
In this study, it was purposed to examine the effects of MLE on communication and social adaptation skills of secondary school students. In addition, examining the experiences of students throughout the process towards MLE was determined as another purpose. In this direction, a project named “Young Minds Science and Art Summer Camp” was developed based on the results of the studies in the literature on multidisciplinary learning. The study group of the research consists of 42 secondary school students. The embedded model (design), one of the mixed method research models in which qualitative and quantitative methods are used together, was applied in this research. In this context, the data collected by the quantitative research method before and after the practice process were supported by the qualitative data collected at the beginning, during, and at the end of the practice. In the quantitative dimension of the research, the single-group pre-test post-test experimental design was used, and the phenomenological design was conducted in the qualitative dimension. While the quantitative data of the research were analyzed with the help of a computer program, the qualitative data were analyzed through the content analysis method. As a result of the analysis, it was concluded that the learning model developed within the scope of the project did not make a significant difference in the communication and social adaptation skills of the students. Such factors as the insufficient engaged time, the difficulties experienced by the students when they encounter activities other than their usual activities, the low number of friends with whom they were acquainted before, and the fact that they had just emerged from the Covid-19 pandemic were noted among the reasons for this situation. Regarding the multidisciplinary learning process, it has been observed that students have different opinions on carrying out different activities and having knowledge and skills in different fields, different from school education. Based on these results, it has been recommended to keep engaged time wider and to consider student expectations and needs while developing MLE to improve the communication and social adaptation skills of students.
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