Developing an Interdisciplinary Curriculum in Mathematics, Science, and Chemistry through Problem-Based Learning in Primary and Early Childhood Education

Abstract

This study investigates the effectiveness of an interdisciplinary problem-based learning (PBL) model in early and primary STEM education, focusing on its impact on students’ problem-solving skills and conceptual understanding. The growing need for integrated and meaningful learning highlights the importance of combining mathematics, science, and early chemistry through real-world problem contexts. This research employs a design-based research approach combined with a quasi-experimental mixed-methods design involving experimental and control groups. Data were collected through pre-test and post-test instruments, observations, questionnaires, interviews, and document analysis, and analyzed using descriptive and inferential statistics alongside thematic analysis. The results indicate that students in the experimental group achieved significantly higher gains in both problem-solving skills and conceptual understanding compared to those in conventional learning settings. The findings reveal that interdisciplinary PBL enhances engagement, critical thinking, and knowledge integration through iterative inquiry, collaboration, and contextual learning. These outcomes demonstrate that structured interdisciplinary design plays a crucial role in improving cognitive development in STEM education. In conclusion, the interdisciplinary PBL model proves to be an effective and developmentally appropriate approach for enhancing learning outcomes in early and primary education. It offers a comprehensive framework that supports integrated learning and fosters higher-order thinking skills