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ERIC Number: EJ1013386
Record Type: Journal
Publication Date: 2013
Pages: 6
Abstractor: ERIC
Reference Count: 6
ISSN: ISSN-0892-4562
Using the Shared Integration Approach: A More "Authentic Approach" to Middle School Interdisciplinary Lessons in Health, Mathematics, Science, and Literature
Lynott, Francis J., III; Kracl, Carrie L.; Knoell, Christopher M.; Harshbarger, Dena
Strategies: A Journal for Physical and Sport Educators, v26 n3 p13-18 2013
A common theme throughout physical education pedagogical literature is that interdisciplinary lessons can provide effective ways to help evidence that physical education can play a role in student learning in other disciplines (Fingon, 2011; Graham, Holt-Hale, & Parker, 2010; Lynott, 2008; Mohnsen, 2011). Educational scholars have also suggested that interdisciplinary connections may make "learning easier... more realistic and potentially more useful [to the student]" (Shell et al., 2010, p. 184). Interdisciplinary learning is a teaching construct that enables two or more teachers to work collaboratively to connect "content from at least two subject areas in an attempt to promote learning in both subjects" (Graham et al., 2010, p. 654). Therefore, an interdisciplinary lesson would be a lesson in which content from at least two subjects is integrated in two or more teachers' classrooms resulting in learning in both subject areas. This may be effectively accomplished through collaborative efforts between the physical education teacher and teachers in other curricular areas. (Contains 4 tables and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A