Teaching and Learning Theories for an Interdisciplinary Curriculum

Historical and contemporary theorists have consistently influenced the philosophy of education. Theorists such as John Dewey, the forefather of progressive education, Lev Vygotsky, the creator of the zone of proximal development theory, Paulo Freire, the architect of a social justice-infused curricula, Sonia Nieto, the trailblazer in the multicultural movement, Nel Noddings, the groundbreaker of the care perspective, Emile Durkheim, the originator of sociology, Adam Smith, the spearhead of the economic theory, Howard Gardner, the mastermind of the multiple intelligence theory, and Maxine Greene, the visionary behind the aesthetic experience, have reasoned that a multidisciplinary approach to learning would allow students to recognize their learning potentials, and most importantly, offer students the knowledge and experience they need to connect to life itself.

Interdisciplinary K-12 Teaching and Learning

Educators understand the value of designing curriculum to meet the needs of diverse students (Wiggins & McTighe, 2005). Often an approach to creating and implementing learning experiences is initiated through school reform (Stegman, 2014). Theories, best practices and standards lead teachers to create effective curriculum (Keene & Zimmerman, 2007). In this chapter, the authors address the question, Why integrate curriculum? An integrated or interdisciplinary curriculum includes lessons based upon themes, problems, or projects that are student initiated. Through interdisciplinary learning, students make meaningful connections between the content knowledge, skills and practices in multiple disciplines with life experiences, gaining a deeper comprehension of what is studied. Meaning making is critical to the interdisciplinary process and involves knowledge transfer between disciplines (Post, Ellis, Humphreys, & Buggey, 1997). The intent of the authors of this text is to encourage teachers to redesign the K-12 curriculum to include interdisciplinary learning.

Best Practices in K-12 Arts Integration

Arts integration is a necessary part of the STREAMSS (science, technology, reading, engineering, art, math, and social studies) curriculum model. Within an arts integrated curriculum, K-12 students can communicate thoughts and emotions through arts criticism, arts history, aesthetics, and arts production/performance. The goal of arts learning is to better understand the self and others through artistic expression about important topics and themes. The arts provide opportunities for students to think independently and critically, to solve real world problems, and to creatively work for a better future. Arts strategies for students encourage reflection, analysis, synthesis of new and existing knowledge, and creative problem solving. Teaching practices and effective strategies integrating the arts for K-12 students are provided for educators to create curriculum using the STREAMSS approach.

Best Practices in K-12 Social Studies Integration

Social studies, the study of historical people, places, and events, geographical physical and cultural landscapes, governmental structures of power and policy, and economic systems of control, could be viewed as the root of all other academic subjects. From the observations and thoughts of ancient people who questioned humans' and Earth's existence came science, technology, reading/writing, engineering, the arts, and math (STREAM). However, students are often unaware of this phenomenon. Therefore, by infusing the concepts of social studies into all subjects, students would be able to recognize the possibilities, importance, and value of social studies, and examine how social studies and all other subjects are interconnected.

Interdisciplinary Curriculum in K-12 Schools

Creating a multidisciplinary curriculum may be challenging for some teachers due to a variety in grade levels, subjects taught, time allowed or devoted per subject or course, and class size combined with the emphasis on high stakes testing and content knowledge in other subjects. However, since all teachers have the potential to create integrated STREAMSS (science, technology, reading-writing/language arts, engineering, the arts, mathematics, and social studies) lessons, teachers may find the assistance they need by collaborating with teacher colleagues, connecting with parents and community members, and exploring available resources. A simplified “how to” list on creating a multidisciplinary lesson and examples of how STREAMSS concepts could be intertwined within and among topics is provided in this chapter.

New Perspectives

Based on the creative way a teacher plans a lesson, novice teachers, as well as experienced, have the potential to create a multidisciplinary curriculum and engage students. An integrated curriculum not only allows teachers to draw from a multitude of subjects, materials, and human resources, but also places value on all subjects and makes topics come alive. Teachers who go beyond the traditional way of teaching and enter the 21st century world of holistic-subject teaching can plan more meaningful activities, take into account students' learning styles, background, and interests, and as the topics are interrelated, expand lessons to new horizons.