Constructing Preservice Teachers’ Interdisciplinary Thinking through STEM Education with Design Thinking and Makerspace Activities

Real-world problems are complex and often require knowledge from multiple disciplines. While teachers are expected to support this kind of learning, preservice teachers are usually trained in separate subjects. This thesis examines how 18 preservice teachers in Indonesia developed interdisciplinary thinking through a structured STEM learning sequence which combines STEM, design thinking, and makerspace activities. Using observations, reflections, and group work, the study shows that interdisciplinary thinking develops gradually, from discipline-bound reasoning toward more integrated thinking, through real-world problems, collaboration, and repeated design-based experiences. The study offers a developmental model for cultivating interdisciplinary thinking in preservice teacher education.