Abstract
This paper investigates the possibility of a holistic interdisciplinary and cross-thematic educational approach of STEM (Science, Technology, Engineering, and Mathematics) and HASS (Humanities, Arts and Social Sciences) knowledge fields. The interdisciplinary educational approach of STEΜ and HASS knowledge branches, set out to resolve complex issues in an innovative way, can assist the development of the students into active and knowledgeable citizens so they will be able to face actual problems whose nature is always interdisciplinary. There is reference in elements which advocate the necessity of this holistic cross-thematic approach and additionally theories and techniques are established which are able to support it. Main characteristic of this development is its support with ICTs. Characteristics of a relevant educational scenario are presented. The scenario is implemented as a pilot experiment and relevant results can be extracted. The scenario is recommended as prototype due to its special interdisciplinarity, the educational techniques that were utilized, and its design procedure based on principles of Educational Management & Engineering and due to the positive results from its pilot implementation. Relevant conclusions are projected.
Highlights
The self-contained education of the various knowledge fields in the Curricula of secondary education systems, is crucial to assure the required “internal cohesion” and “unified development of contents” [15]
The high pressure and complicated problems that our world has to face cannot be clarified by a scientific scope, an interdisciplinary approach which is affected from various knowledge fields is essential [8], namely a horizontal interconnection of the exact sciences with the humanities and social sciences through interdisciplinary, is required
The educational approach is interdisciplinarily related to the knowledge subjects of Visual and Plastic Arts (Art History), Language, History, Mathematics, Engineering and ICTs, which are used as a framework for linking teaching subjects as well as a tool for the development of metacognitive skills of the students
Summary
The self-contained education of the various knowledge fields in the Curricula of secondary education systems, is crucial to assure the required “internal cohesion” and “unified development of contents” [15]. The educational approach is interdisciplinarily related to the knowledge subjects of Visual and Plastic Arts (Art History), Language, History, Mathematics, Engineering and ICTs, which are used as a framework for linking teaching subjects as well as a tool for the development of metacognitive skills of the students. The whole project, both in theoretical and practical level, is dealt based on modern educational concepts by applying discovery learning in the context of complex constructivist theory aimed at the effectiveness of the teaching-learning intervention. The pilot implementation of the scenario is estimated based on the Experimental Method of Research and is analyzed based on the statistical control t in dependent samples [42]
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