My Interdisciplinary Connection Map:
The term "Interdisciplinary Connection" refers to educational pathways or links between traditionally discrete disciplines such as English and Maths or Science. Educators apply methods and language from more than one academic discipline in order to explore a centralising theme, topic or problem as part of an overarching project (Coffey - Learn NC, 2009).
Interdisciplinary connections between subjects isn't a new idea and can be sourced in education curriculum texts as far back as the 1920s (Mathewson & Freeman, 1997). However, recent developments are largely informed through criticisms of rigidly focussed subject teaching, and a desire to create a more holistic appreciation of our global environment.
Indeed, in my own practice as a Science teacher, it is already broken down into different, but still interconnected disciplines (Physics, Biology, Chemistry), which in turn freely connect to other subjects like Maths and Technology, while also having evolved into new disciplines (e.g. Biomechanics, for example). In the current junior curriculum, Science is already taught through cross-science discipline studies. For example, a topic may be about sports science - which would involve some physics, chemistry and biology, all within the same project. As such, the department is used to having some collaborative connections.
As we can see, Science is a very core educational subject that has connections throughout many other disciplines. This can be due to technique (eg. maths and statistics) or application (e.g. design technology, health education). There are literacy and social aspects that are linked also languages and social sciences respectively. However, while many of these connections are made on a curriculum level, they don't correspond with shared teaching or project work. As such, I'd like to explore how connectivity might be enhanced between Physics and Design Technology.
There are a number of practical investigations in physics that would be enhanced through students designing and refining structures in an engineering sense. The various projects that can be seen in TV shows like Mythbusters (The Discovery Channel, 2003-current) or Brainiac (Sky One, 2003-2008) frequently utilise custom built models that can test out Physics ideas - in a real world context. The practical application of such things would provide some valued kinaesthetic learning, while the theory could provide some creative input into the design process. Collaboration between the departments would also enable the different expertise and pooled knowledge to enhance depth of learning. It may also serve as a source of inspiration for students to incorporate into their learning and approach to their own future careers.
On the negative side, each curriculum would have their own objectives which would not necessarily be complimentary without full consultation, and limited academic time to deliver subject material. With pending exams, students may shift focus away from creative projects to a more perfunctory set of goals. Careful planning would need to ensure that the goals of both courses could be attained or even enhanced in both subjects, accordingly.
References
http://www.learnnc.org/lp/pages/5196
Mathison,S.. & Freeman, M.(1997). The logic of interdisciplinary studies. Presented at the Annual Meeting of the American Educational Research Association, Chicago, 1997. Retrieved from http://www.albany.edu/cela/reports/mathisonlogic12004.pdf
https://www.discovery.com/tv-shows/mythbusters/
https://web.archive.org/web/20130614093000/http://m4-ents.com/our-shows/brainiac-live
ThomasMcDonaghGroup. ( 2011, May 13). Interdisciplinarity and Innovation Education.[video file]. Retrieved from https://www.youtube.com/watch?v=kDdNzftkIpA
Wow "o what a tangled web we weave". This is great, it just goes to show how intertwined science is into everything we do on a day to day basis. The fact that if you look at all the different interdisciplinary areas of your map there are so many agencies who could be involved at any one given time.
ReplyDeleteThis type of collaboration must be extremely hard to manage as while there is a common goal there are a huge number of ways to get there and everyone's ideas will seem like theirs is the best.
To get consensus will take a significant amount of diplomacy, patience and planning and having everyone focused on the end goal To set a curriculum which allows for freedom of expression but also has an eye on the core learning outcomes across all disciplines takes significant planning and advocacy
Hi Simon,
ReplyDeleteThanks for the comment. I've always felt that science is very much a central discipline because much of it is based around interconnected knowledge. The map does look a little complex, but the working relationships between different departments are not unsurmountable on collaborative tasks, I've found. The major obstacle is frequently just the pressure of available time. Much of 21st teaching does seem to be centred on reaching collaborative goals, however, so maybe more time will be able to be invested in the future?
I found your thoughts interesting about how Science, by its very nature, is interdisciplinary due to the many and varied branches of Science. I often find students being quite short sighted in the links in terms of future careers. "I'm going to make computer games, I don't need Science/Maths/English". And yet they're not thinking about the language skills needed to make the game instructions, not to mention the Physics,Electronics and Maths required for many Computer Science qualifications. Wouldn't it be great to have a Physics/Electronic for Computer Science course? Or, like you say, a course that combined Physics and design. It would all help break students out of that "when am I ever going to use this" mindset.
ReplyDeleteHi Rory ... the relationships between 'discrete' subjects are there as you point out ... and sciences are a good example. We are having this conversation at my school about how we can support interdisciplinary learning through PBL. There is a continuum, of course, of how teachers feel about working together on this stuff. Let's put it this way - some people feel uncomfortable about moving away from siloed learning to collaboration. I think the STEM movement is a positive thing which can begin to address the collaborative goals us enlightened MindLabbers want to see.
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