Multimedia Meets Archaeology: A Novel Interdisciplinary Teaching Approach

En el presente artículo exponemos una investigación sobre la práctica lectora y el hábito de escucha musical, pilares fundamentales de la educación literaria y musical, en la Educación Secundaria Obligatoria, el Bachillerato y las Enseñanzas Artísticas de Música. Hemos pretendido comprobar si se fomenta el interés lector y auditivo del alumnado a través de un modelo didáctico interdisciplinar basado en el estudio de referentes intertextuales en las obras mixtas literario-musicales, que se ha aplicado en diversos centros educativos de la Región de Murcia. Como instrumentos metodológicos se han utilizado, fundamentalmente, la observación, los cuestionarios (15 tipos) y las entrevistas, aunque en este trabajo solo contemplamos los datos cuantitativos de los alumnos, tratados mediante el programa informático SPSS, versión 15. Finalmente, del análisis de los resultados se desprende que la aplicación del método ha estimulado considerablemente la afición por la lectura y la audición musical, al mismo tiempo que ha contribuido de forma significativa en la interpretación de las obras trabajadas. This paper describes research into high school pupils’ reading and listening to music habits, both of which are key pillars of literary and music education in Secondary Education, Baccalaureate and Musical Studies. The study examined whether pupils’ interest in literature and music is enhanced by an interdisciplinary teaching approach based on the analysis of intertextual references in combined literary works and musical compositions. Data were collected in various schools throughout the Region of Murcia using classroom observation, questionnaires (15 types) and personal interviews. Statistical analyses (SPSS version 15) of quantitative data revealed that the implementation of this teaching approach not only increased pupils’ interest in reading and music, but led to a significant improvement of their interpretation of the textual and musical pieces studied.

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IMPROVING HIGH-SCHOOL STUDENTS’ CONCEPTUAL UNDERSTANDING AND FUNCTIONALIZATION OF KNOWLEDGE ABOUT DIGESTION THROUGH THE APPLICATION OF THE INTERDISCIPLINARY TEACHING APPROACH

Journal of Baltic Science Education ◽

10.33225/jbse/17.16.123 ◽

2017 ◽

Vol 16 (1) ◽

pp. 123-139

Author(s):

Katarina B. Putica ◽

Dragica D. Trivić

Keyword(s):

High School ◽

High School Students ◽

Conceptual Understanding ◽

Real Life ◽

Deep Understanding ◽

Teaching Approach ◽

Control Group ◽

School Students ◽

Interdisciplinary Teaching ◽

Significant Difference

Adolescents are considered as a nutritionally vulnerable subgroup because of their alimentary behaviours. Considering that alimentary habits are strongly influenced by knowledge about digestion, an experiment was conducted with aim to determine whether conceptual understanding and functionalization of this knowledge can be improved by the interdisciplinary teaching approach. The experiment encompassed 258 students attending the fourth year of high school. No statistically significant difference in the level of the previously acquired chemistry, biology and physics knowledge concerning digestion between the two groups was determined on the pre-test. Conversely, the students in the experimental group significantly outperformed those in the control group on the post-test that required a deep understanding and the application of knowledge about digestion in solving real-life problems. Therefore, it was concluded that high- school teachers can be advised to apply the interdisciplinary teaching approach in order to improve their students' knowledge about this process. Key words: conceptual understanding, process of digestion, functionalization of acquired knowledge, interdisciplinary teaching approach.

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