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In this paper, we target the problem, which has been much debated not only in the field of natural sciences, but across the whole comprehensive school curriculum - interdisciplinarity and interdisciplinary teaching. We first render an overview of some fundamental issues concerning the definition of interdisciplinarity and interdisciplinary teaching...
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... science teachers interpreting usually the interdisciplinary teaching just on curriculum level. This means that they tend to find connections between different subjects and topics. It’s also common that they describe the connections in the most general way (see Fig. 1.). On the map in the figure 2 are also other dimensions of interdisciplinary teaching represented (e.g. collaboration). In table 1 all the data from science teachers’ concept map are ...
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Concept maps have become a widely used educational tool around the globe. The advancements in computerized interface technologies have enabled even more alternatives for using concept maps in teaching and learning. This study investigates the effects of two different touch technology-based concept mapping interaction modes on students' learning ach...
Citations
... Students cannot be expected to see the relationships between disciplines if they teach without setting up associations between disciplines and by presenting clusters of knowledge separate from each other. Yet, some of the studies demonstrated that teachers and prospective teachers did not have adequate knowledge about interdisciplinary teaching (Dervişoğlu & Soran, 2003;Gürdal et al., 1999;Mikser et al., 2008). At this point, it is seen that also teacher training institutions should include interdisciplinary education in their programme. ...
The aim of present research was to examine the effects of interdisciplinary teaching approach on teaching the topic of proteins. In the research, unequal control group model- one of the quasi-experimental research designs was used. The experimental group included 16 students (8 female and 8 male) whereas the control group included 14 students (6 female and 8 male) in this research- which was conducted with the participation of the 12th grade students. A lesson plan in which the topic of proteins was taught in interdisciplinary approach was prepared as the tool of application. A concept map prepared by the researcher and a 5-point Likert type of question were used in collected the data. The data collection tool was given to both the experimental group and the control group as a pre-test and post-test. Wilcoxon Signed Rank Test, a non-parametric method- was used in comparing the participants’ scores in the pre-test and post-test of concept map and Likert type question. As a result, it was found that the application of interdisciplinary teaching conducted in the experimental group had caused differences in students’ associating the concepts in biology and chemistry available in the topic of proteins and in their perceptions of their skills in this respect. Keywords: biology teaching, concept map, interdisciplinary teaching, quasi-experimental research, proteins.
O desenvolvimento de metodologias de ensino que envolva tecnologias presentes no cotidiano do aluno, que visem à abordagem interdisciplinar dos conteúdos, é muito importante para o ensino de ciências. Por meio dessas, o docente pode estimular o interesse e instigar a predisposição dos discentes em aprender e em participar ativamente do processo ensino-aprendizagem. Assim, objetivou-se desenvolver e avaliar uma atividade interdisciplinar envolvendo Biologia e Física realizada a partir da produção de vídeos. Participaram da atividade quarenta alunos do primeiro ano do Curso do Integrado em Eletromecânica do IFSC, campus Araranguá, em três momentos: a aula expositiva, produção de um vídeo sobre o tema “A Biofísica dos Impulsos Nervosos” e a avaliação da atividade desenvolvida. Para tanto, foram envolvidos os componentes curriculares Biologia, Física e Informática. Foram produzidos quatro vídeos, com duração média de seis minutos. A atividade possibilitou a abordagem interdisciplinar do conteúdo, instigou o interesse dos alunos e tornou a aula mais atrativa. A utilização de metodologias criativas pode contribuir para a formação de indivíduos críticos com conhecimento global.
One of the much discussed topics in educational research is the use of information and communication technologies (ICT) by subject teachers. One of the reasons for this is the popular opinion among policymakers and educational researchers that digital and ICT competences should no longer be taught within specialised subjects, such as informatics or computer science but should become an integral part of every school subject curriculum (Haydn, 2010; Tondeur, van Braak, & Valcke, 2007; Voogt & Pelgrum, 2005).
