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ERIC Number: EJ1145260
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
Reference Count: 79
ISBN: N/A
ISSN: ISSN-1927-5250
Why Teach Science with an Interdisciplinary Approach: History, Trends, and Conceptual Frameworks
You, Hye Sun
Journal of Education and Learning, v6 n4 p66-77 2017
This study aims to describe the history of interdisciplinary education and the current trends and to elucidate the conceptual framework and values that support interdisciplinary science teaching. Many science educators have perceived the necessity for a crucial paradigm shift towards interdisciplinary learning as shown in science standards. Interdisciplinary learning in science is characterized as a perspective that integrates two or more disciplines into coherent connections to enable students to make relevant connections and generate meaningful associations. There is no question that the complexity of the natural system and its corresponding scientific problems necessitate interdisciplinary understanding informed by multiple disciplinary backgrounds. The best way to learn and perceive natural phenomena of the real world in science should be based on an effective interdisciplinary teaching. To support the underlying rationale for interdisciplinary teaching, the present study proposes theoretical approaches on how integrated knowledge of teachers affects their interdisciplinary teaching practices and student learning. This research further emphasizes a need for appropriate professional development programs that can foster the interdisciplinary understanding across various science disciplines.
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A