«We explain the Albufera»: Transforming a field trip into an interdisciplinary project

Abstract

The article explains the process followed by a team of secondary school teachers with the objective of changing the methodology of science learning through the design and application of a learning sequence defined from challenge-based learning that integrates in an interdisciplinary way the contents of biology and geography in the second year of secondary education. Through shared, organized, and continuous didactic reflection, a traditional field trip is transformed into a new interdisciplinary work project that takes place over a full term. The results show the new sequence of activities created, the perception of the students and families and the benefits in the involvement of the students. The conclusion highlights the transformative potential of teachers' teamwork.