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All Journal International Journal of Evaluation and Research in Education (IJERE)
Raianne Joy V. Maulion
National University
Education

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Developing a transdisciplinary design-based in-service science teacher training framework Joelash R. Honra; Ma. Kristina B. B Dela Cruz; Jermae B. Dizon-Yi; Raianne Joy V. Maulion; Sean Derrick M. Oliquiano; James C. Ollero; John Lorence A. Villamin
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 4: August 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i4.38783

Abstract

Contemporary science education requires teachers to facilitate learning that addresses complex, real-world problems beyond disciplinary boundaries. Yet, many in-service science teachers lack professional development that supports transdisciplinary problem-solving and innovative pedagogy. This qualitative study used a grounded theory (GT) approach to examine teachers’ experiences in a transdisciplinary, design-based training program and to develop a framework for effective professional learning. Participants engaged in sustained training grounded in design thinking and authentic problem contexts. Data were collected through semi-structured interviews, focus groups, reflective journals, training artifacts, and observations, and analyzed using constant comparative methods. Findings indicated shifts in teachers’ conceptions of problem-solving, enhanced capacity to integrate disciplinary and non-disciplinary perspectives, and changes in instructional planning and classroom practice. Design thinking functioned as a mediating process that helped teachers navigate ambiguity, collaboration, and iterative reflection. The resulting transdisciplinary design-based in-service science teacher training framework highlights key principles: authentic problem contexts, structured yet flexible design processes, collaborative inquiry, and iterative reflection. The study offers an empirically grounded framework with implications for teacher professional development, curriculum design, and policy.
Co-Authors James C. Ollero Jermae B. Dizon-Yi Joelash R. Honra John Lorence A. Villamin Ma. Kristina B. B Dela Cruz Sean Derrick M. Oliquiano