Interdisciplinary studies are fundamental to the signature practices for the middle years of schooling. Middle years researchers claim that interdisciplinarity in teaching appropriately meets the needs of early adolescents by tying concepts together, providing frameworks for the relevance of knowledge, and demonstrating the linking of disparate information for solution of novel problems. Cognitive research is not wholeheartedly supportive of this position. Learning theorists assert that application of knowledge in novel situations for the solution of problems is actually dependent on deep discipline based understandings. The present research contrasts the capabilities of early adolescent students from discipline based and interdisciplinary based curriculum schooling contexts to successfully solve multifaceted real world problems. This will inform the development of effective management of middle years of schooling curriculum.
Conference proceeding
Interdisciplinarity vs. disciplinarity : developing knowledge for problem solving in middle years of schooling
Australian Curriculum Studies Association Conference, Blurring the Boundaries : Sharpening the Focus
Australian Curriculum Studies Association Conference, Blurring the Boundaries : Sharpening the Focus (Sunshine Coast, Qld., 21-23 September)
2005
Metrics
105 Record Views
Abstract
Details
- Title
- Interdisciplinarity vs. disciplinarity : developing knowledge for problem solving in middle years of schooling
- Creators
- Nan Bahr - University of QueenslandM BahrJ Keogh
- Publication Details
- Australian Curriculum Studies Association Conference, Blurring the Boundaries : Sharpening the Focus
- Conference
- Australian Curriculum Studies Association Conference, Blurring the Boundaries : Sharpening the Focus (Sunshine Coast, Qld., 21-23 September)
- Identifiers
- 1252; 991012822121502368
- Academic Unit
- Office of the Vice Chancellor
- Resource Type
- Conference proceeding