PL EN


2014 | 2(25) | 71-87
Article title

The interdisciplinary programme model and an evaluation of the practices in education

Authors
Content
Title variants
PL
Model interdyscyplinarnego programu edukacyjnego oraz ewaluacja jego wprowadzania do procesu nauczania
Languages of publication
EN
Abstracts
EN
This study which evaluates teachers’ views with regard to the practices of interdisciplinary programme model in education aims to identify primary and secondary school teachers’ suggestions about the interdisciplinary programme model, the practices in education processes, and the effective implementation of the model. The participants were 29 teachers, 18 females and 11 males, from five different branches. The data were collected through a semi-structured interview form consisting of 6 questions and analyzed descriptively. The participants were found to be in favour of establishing connections between the courses. They were found to believe interdisciplinary instruction had many educational advantages and report that they could establish interdisciplinary connections with other courses. Some constraints mentioned by the teachers regarding the method were causing chaos in the lesson, drifting away from the topic, prolonging the time allocated for the topic, and not understanding the borders of the disciplines. It is recommended to take necessary actions in order to help teachers to use the method effectively in educational practices; to give importance to interdisciplinary education programmes in both undergraduate education and in-service trainings; and to redesign educational environments in a way to support interdisciplinary instruction.
PL
Artykuł zawiera analizę badań poglądów nauczycieli na model interdyscyplinarnego programu edukacyjnego oraz ich sugestii dotyczących możliwości efektywnego wdrożenia tegoż programu do procesu nauczania. W badaniu uczestniczyło w sumie 29 nauczycieli, w tym 18 kobiet i 11 mężczyzn uczących pięciu różnych przedmiotów. Odpowiedzieli oni na 6 pytań w formie ankiety, która następnie została poddana drobiazgowej analizie opisowej. Ankietowani ogólnie uznali za słuszną ideę integracji międzyprzedmiotowej, wskazali na jej dobre strony, ale także zauważyli wady. Były to między innymi pewne ograniczenia w sposobie prowadzenia lekcji, który wprowadzał chaos, oddalanie się od właściwego tematu a co za tym idzie – wydłużenie czasu przeznaczonego na jego realizację. Ankietowani stwierdzili również, że uczniowie nie zauważają granic pomiędzy konkretnymi przedmiotami. Po końcowej analizie ankiety zaleca się szeroko pojęte wspomaganie nauczycieli w zakresie korzystania z metod interdyscyplinarnych oraz pomoc przy wdrażaniu nauczania zintegrowanego do pracy dydaktycznej.
Year
Issue
Pages
71-87
Physical description
Dates
published
2014
Contributors
  • Cukurova University, Faculty of Education, 011330 Adana, Turkey, Tel.: +90 322 338 67 33, memkar@cu.edu.tr
References
  • Apostel, L. (1970). Interdisciplinarity: Problems of teaching and research in universities. Paris: Organisation for Economic Co-Operation and Development.
  • Bogdan, R. C., Biklen, S. K. (2007). Qualitative research for education. 5th ed. Boston: Pearson A & B. ISBN 0205482937.
  • Drake, S. M. (2007). Creating standards-based integrated curriculum: Aligning curriculum, content, assessment and instruction. Thousand Oaks: Corwin Press. ISBN 9781412915069.
  • Erickson, H. L. (1995). Stirring the head, heart and soul. Redefining curriculum and instruction. Thousand Oaks: Corwin Press. ISBN 0803961545.
  • Hebb, D. O. (1959). A Neuropsychology Theory. In: S. Koch (ed.), Psychology: A study of a science. New York: McGraw-Hill.
  • Humphreys, H. A., Post T. R., Ellis, A. K. (1981). Interdisciplinary methods: A thematic approach. Santa Monica: Goodyear Publishing Company. ISBN 0830243879.
  • Jacobs, H. H. (1989). The growing need for interdisciplinary curriculum content. In: H. H. Jacobs (ed.). Interdisciplinary curriculum: Design and implementation. Alexandria: ASCD. ISBN 0871201658.
  • Klein, T. J. (1996). Crossing boundaries: Knowledge, disciplinarities, and interdisciplinarities. Charlottesville: The University Press of Virginia.
  • Oliva, P. F. (2005). Developing the curriculum. Boston: Allyn and Bacon. ISBN 0205412599.
  • Perkins, D. N. (1994). The intelligent eye. Santa Monica: The Getty Center for Education in The Arts.
  • Spicer, J. (2001). Integrated curriculum: A driving force in 21st-century Mathematics education. [online, accessed: 2009-06-27]. Retrieved from: www.smallschoolsproject.com/PDFS/ Planning_Resources/summer2003/summer2003-integrating.pdf.
  • Sullivan, J. M. (2000). A study of the effect of an interdisciplinary study improvement program on academic achievement and classroom behavior among tenth grade students. Unpublished doctoral dissertation. University of Massachusetts, Lowell. (UMI no. 9994171).
  • Vidaurri, M. M. (1996). Comparative study of interdisciplinary curriculum and non-interdisciplinary curriculum classrooms: The difference and relationships in regarding TAAS scores, reading yearly averages and students’ attitudes. Unpublished doctoral dissertation. Texas A & I University. (UMI no. 9706637).
  • Yıldırım, A. (1996). Disiplinlerarası öğretim kavramı ve programlar açısından doğurduğu sonuçlar. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 12, 89‒94.
  • Yıldırım, A., Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. 7th ed. Ankara: Seçkin Yayıncılık. ISBN 9750200071.
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.desklight-03d84dab-57d4-48eb-be86-dad033639258
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.