Integrative Inquiry: A Cross-Pollination Approach to teaching M.Ed Sciences and Mathematics Programmes at Samtse College of Education

Abstract

This study examined how Integrative Inquiry, a cross-pollination approach within Place-Based Education (PBE) that grounds learning in local and authentic contexts, enhances teaching and learning in the Master of Education (M.Ed) programmes at Samtse College of Education, Royal University of Bhutan. The project engaged M.Ed students specializing in Biology, Chemistry, Physics, and Mathematics in ecological investigations of the Dhamdum Stream, Samtse district. Working in interdisciplinary teams, students designed research proposals, conducted field data collection (e.g. macroinvertebrate sampling, physicochemical testing, and stream profiling), and assessed stream ecosystem health using Simpson’s Diversity Index and the Hindu Kush-Himalayan Biotic Score (HKHBios). Students’ learning outcomes were measured through survey questionnaires covering seven domains: interdisciplinary integration, collaboration and communication, real-world application, scientific inquiry, motivation and engagement, critical thinking, and sense of accomplishment - rated on a 5-point Likert scale. Additional evidence was drawn from facilitator observations and project reports. Quantitative data were analysed in SPSS using descriptive statistics and paired-samples t tests, with statistical significance set at p < .05. The analyses revealed significant improvements across seven domains: interdisciplinary integration (M = 3.25, 4.17; t(47) = 5.67, p < .001), scientific inquiry and problem solving skills (M = 3.28, 4.15; t(47) = 5.12, p < .001), motivation and engagement (M = 3.42, 4.27; t(47) = 6.23, p < .001), and critical thinking (M = 3.12, 4.05; t(47) = 3.45, p < .01). High levels of collaboration and communication skills (M = 4.32), real-world application (89.6%), and sense of accomplishment (87.5%) were also reported. Overall, the study demonstrates that Integrative Inquiry fosters interdisciplinary approach, problem-solving skills, and professional competencies by embedding learning in authentic contexts, highlighting its potential as a transformative pedagogical model for teacher education programmes.