Crafting Intellectual and Program Interconnectedness in the Classroom

This chapter explores the instructional observation of the utilization of interest-centric project design within an Introduction to Humanities course at a technical college in Georgia and how it can stand as a guide for productive interdisciplinary instruction and learning. The project came about through student expressed interests and assisted in the formulation of an interdisciplinary environment through discussion and experimentation. This chapter is a reflection on the information garnered by the author on how interdisciplinary, design thinking-centric projects can be successful within a college classroom if student interests are included in the production of projects and students are allowed a say in the development of the course instruction. This chapter merely stands as a testament that student inclusion and interdisciplinary projects can be successful if applied appropriately.

Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction

This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.

Opettajaopiskelijat suomalaisten alkuperää selvittämässä

Artikkeli käsittelee opettajaopiskelijoilla (N = 160) toteutettua tiedonalalähtöisen eheyttämisen opintokokonaisuutta ja siihen liittyvää tutkimusta. Tutkimuksessa selvitettiin opiskelijoiden asenteissa ja tiedonalalähtöisen eheyttämisen valmiuksissa tapahtuneita muutoksia alku- ja loppukyselyn sekä tuottamistehtävien avulla. Opintokokonaisuus, joka koostui noin kymmenestä tunnista asiantuntijaluentoja sekä neljän kuukauden aikana opiskelijoiden keskenään ja opettajiensa kanssa käymistä ryhmäkeskusteluista, vahvisti opiskelijoiden uskoa kykyihinsä toteuttaa oppiaineintegraatiota. Varsinkin ne opiskelijat, joiden mielestä asiantuntijaluennot avasivat onnistuneesti eri tieteenalojen selitysperusteita, kokivat eheyttämisvalmiuksiensa kohentuneen. Kuitenkin myös opiskelijat, jotka eivät käyneet luennoilla kokivat hyötyneensä opintokokonaisuudesta. Tämä selittynee ryhmäkeskustelujen yhteydessä opiskelutovereilta tihkuneella tiedolla. Lisäksi opintokokonaisuuden yhteydessä tehdyn DNA-testin voi olettaa herkistäneen eheyttämisteemalle nekin opiskelijat, jotka eivät käyneet luennoilla. Tutkimus osoittaa tiedonalalähtöiseen eheyttämiseen keskittyvän opintokokonaisuuden mahdollisuudet opiskelijoiden eheyttämisasenteiden ja -osaamisen kehittäjänä. Solving the origin of the Finns: A study of the impact of interdisciplinary instruction in the perceptions of student teachers to carry out discipline-based integration Abstract: The article presents the study relating to a discipline-based integration course for student teachers (N = 160) carried out in the University of Helsinki between January and May in 2018. The content of the course was the origin of the Finns. Pre and post tests were conducted to obtain students’ perceptions of their own abilities relating to the discipline-based integration and their readiness to carry it out in the future. In addition to the attitude scales, the test included writing tasks to analyse students’ disciplinary and interdisciplinary knowledge. The course showed to increase students’ faith in their own abilities to fulfill discipline-based integration. Particularly, those students who valued the ten-hours of lectures on archaeology, philology, history and genealogy thought that their disciplinary-based integrative instruction ability was improved in consequence of the course. However, also those students who did not participate in the lectures experienced the course useful. Undoubtedly, they benefited from knowledge, which has trickled in connection with the group discussions from the fellow students during the course. Another explanation seems to be the results of personal DNA tests which increased students’ interest towards the theme of the course. The study indicates the potential of the discipline-based integrative course in fostering students’ attitudes and knowledge management for discipline-based integration. It also emphasizes the importance of blending the formal instruction with informal learning in forming significant learning experiences. Keywords: discipline-based integration, multidisciplinary learning modules, elementary teacher education, university pedagogy, informal learning