Interdisciplinary teaching and learning at the K-12 level in the humanities, arts, and social sciences: A scoping review

IF 9.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Etan Cohen , Nurit Novis-Deutsch , Shiri Kashi , Hanan Alexander
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引用次数: 0

Abstract

Interdisciplinary teaching and learning (ITL), also termed cross-curricular teaching and learning, and curricular integration, is a prevailing trend among K-12 educational practitioners and policymakers. However, with the exclusion of specific disciplinary combinations such as Science, Technology, Engineering, and Mathematics (STEM) or Content and Language Integrated Learning (CLIL), the empirical scholarship on ITL in K-12 settings is unsystematic, leading to difficulties in knowledge integration. In this article, we take stock of the existing empirical literature on ITL at the K-12 level within the humanities, arts, and social sciences, examining how educational scholars have understood and implemented ITL in peer-reviewed research articles. We show how existing scholarship on ITL includes a broad range of definitions and conceptual framings of interdisciplinarity; discuss the portrayal of the process for designing and implementing ITL curricular units; and categorize the scholarly objectives of ITL research. We conclude by offering recommendations to guide the future development of this burgeoning field of study.

K-12 阶段的人文、艺术和社会科学跨学科教学:范围审查
跨学科教学(Interdisciplinary Teaching and Learning,ITL),又称跨学科教学和课程整合,是 K-12 教育从业者和政策制定者的主流趋势。然而,除科学、技术、工程和数学(STEM)或内容与语言整合学习(CLIL)等特定学科组合外,有关 K-12 环境中跨学科教学的实证研究并不系统,导致知识整合困难重重。在本文中,我们对 K-12 阶段人文、艺术和社会科学领域中有关信息技术学习的现有实证文献进行了总结,考察了教育学者在同行评审的研究文章中是如何理解和实施信息技术学习的。我们展示了现有的关于信息技术学习的学术研究是如何包含跨学科性的广泛定义和概念框架的;讨论了对设计和实施信息技术学习课程单元过程的描述;并对信息技术学习研究的学术目标进行了分类。最后,我们提出了指导这一新兴研究领域未来发展的建议。
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来源期刊
Educational Research Review
Educational Research Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.40
自引率
0.90%
发文量
53
审稿时长
57 days
期刊介绍: Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.
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