The Logic of Interdisciplinary Studies. Report Series 2.33.
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| Title: | The Logic of Interdisciplinary Studies. Report Series 2.33. |
|---|---|
| Language: | English |
| Authors: | Mathison, Sandra, Freeman, Melissa, National Research Center on English Learning and Achievement, Albany, NY. |
| Peer Reviewed: | N |
| Page Count: | 36 |
| Publication Date: | 1998 |
| Sponsoring Agency: | Office of Educational Research and Improvement (ED), Washington, DC. |
| Document Type: | Information Analyses Reports - General Speeches/Meeting Papers |
| Descriptors: | Critical Thinking, Curriculum Development, Educational History, Elementary Secondary Education, Integrated Curriculum, Interdisciplinary Approach, Literature Reviews, Models |
| Abstract: | This paper describes the arguments made for using interdisciplinary approaches in school curriculum. Specifically examined are the historical antecedents that inform discussions of interdisciplinary studies; how interdisciplinary studies are organized; whether differences exist across content areas; general assumptions made about teaching and learning; and how interdisciplinary studies are presumed to improve upon traditional approaches to school curriculum. The review focuses on frameworks, justifications, and reasons that may be built partly on empirical evidence and also on assumptions about teaching and learning not easily reduced to empirical facts. An extensive ERIC search was conducted. Following examination of these initial 150 documents, other relevant resources and bibliographies were examined. Additionally, an analysis of curriculum standards published by professional teaching organizations determined if justifications for interdisciplinary studies were provided in these documents. Coordinating disciplines has been a primary feature of curriculum planning since the turn of the century, but is seldom seen in modern schooling. Recently, however, research in cognition and projected demands from the 21st-century workplace have brought pressures for a more connected vision of the curriculum. Both brain response and higher-order thinking tasks were found to demand authentic, complex, multiple, and concrete problem-solving experiences. Many terms are used in the literature--core, interdisciplinary, fusion, integrated, cross-disciplinary, correlated, integrative, and trans-disciplinary. Three representations stand out: interdisciplinary, integrated, and integrative. All three approaches attempt to connect the student with the abstract world of disciplinary knowledge and the real world of experience. (Includes two tables of models; contains 124 references.) (NKA) |
| Entry Date: | 1998 |
| Accession Number: | ED418434 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED418434 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: The Logic of Interdisciplinary Studies. Report Series 2.33. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Mathison%2C+Sandra%22">Mathison, Sandra</searchLink><br /><searchLink fieldCode="AR" term="%22Freeman%2C+Melissa%22">Freeman, Melissa</searchLink><br /><searchLink fieldCode="AR" term="%22National+Research+Center+on+English+Learning+and+Achievement%2C+Albany%2C+NY%2E%22">National Research Center on English Learning and Achievement, Albany, NY.</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 36 – Name: DatePubCY Label: Publication Date Group: Date Data: 1998 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: Office of Educational Research and Improvement (ED), Washington, DC. – Name: TypeDocument Label: Document Type Group: TypDoc Data: Information Analyses<br />Reports - General<br />Speeches/Meeting Papers – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+History%22">Educational History</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Integrated+Curriculum%22">Integrated Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Literature+Reviews%22">Literature Reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This paper describes the arguments made for using interdisciplinary approaches in school curriculum. Specifically examined are the historical antecedents that inform discussions of interdisciplinary studies; how interdisciplinary studies are organized; whether differences exist across content areas; general assumptions made about teaching and learning; and how interdisciplinary studies are presumed to improve upon traditional approaches to school curriculum. The review focuses on frameworks, justifications, and reasons that may be built partly on empirical evidence and also on assumptions about teaching and learning not easily reduced to empirical facts. An extensive ERIC search was conducted. Following examination of these initial 150 documents, other relevant resources and bibliographies were examined. Additionally, an analysis of curriculum standards published by professional teaching organizations determined if justifications for interdisciplinary studies were provided in these documents. Coordinating disciplines has been a primary feature of curriculum planning since the turn of the century, but is seldom seen in modern schooling. Recently, however, research in cognition and projected demands from the 21st-century workplace have brought pressures for a more connected vision of the curriculum. Both brain response and higher-order thinking tasks were found to demand authentic, complex, multiple, and concrete problem-solving experiences. Many terms are used in the literature--core, interdisciplinary, fusion, integrated, cross-disciplinary, correlated, integrative, and trans-disciplinary. Three representations stand out: interdisciplinary, integrated, and integrative. All three approaches attempt to connect the student with the abstract world of disciplinary knowledge and the real world of experience. (Includes two tables of models; contains 124 references.) (NKA) – Name: DateEntry Label: Entry Date Group: Date Data: 1998 – Name: AN Label: Accession Number Group: ID Data: ED418434 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 36 Subjects: – SubjectFull: Critical Thinking Type: general – SubjectFull: Curriculum Development Type: general – SubjectFull: Educational History Type: general – SubjectFull: Elementary Secondary Education Type: general – SubjectFull: Integrated Curriculum Type: general – SubjectFull: Interdisciplinary Approach Type: general – SubjectFull: Literature Reviews Type: general – SubjectFull: Models Type: general Titles: – TitleFull: The Logic of Interdisciplinary Studies. Report Series 2.33. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: National Research Center on English Learning and Achievement, Albany, NY. – PersonEntity: Name: NameFull: Mathison, Sandra – PersonEntity: Name: NameFull: Freeman, Melissa IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 1998 |
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