Cross-curricular Learning Research Articles

동시 텍스트를 활용한 국어과 중심 통합 수업 방안 연구

Objectives This study focused on integrated classes, which are the core tasks of school education in today's knowledge convergence era, and attempted to propose a plan for integrated classes centered on the Korean language department using poetry texts. Methods Poetry texts have many elements in common with various subjects in that they are prominent in musicality and conversationality and reflect various aspects of human life, and have excellent potential as a medium for integrated classes. If you run an integrated class using poetry text in the Korean language department, you can expect the effect of effective language learning, total understanding of knowledge, motivating learning and strengthening memory, and solving future social problems through creativity and character enhancement. Results Accordingly, an integrated instructional plan was proposed in consideration of the significance of integrated classes using poetry texts. First, according to what is integrated with the Korean language and literature fields centering on the poem text, it was classified into intra-subject integration, inter-subject integration, and cross-curricular integration with learning topics. In-subject integration is a plan to integrate and operate literature and other areas within the Korean language department, inter-subject integration is a method to integrate the Korean language and literature fields with other subjects, and cross-curricular learning topics. Poetry texts suitable for use in each type were presented, and a Korean language department-centered integrated class was designed and proposed based on this. Conclusions The significance of this study is that it specifically proposed an integrated teaching plan for the Korean language department using poetry texts. It is necessary to refine the integrated teaching plan through continuous revision and supplementation by applying these measures to actual classes.

역량중심교육관점 범교과학습주제 연구의 도덕교육적 의의

Purpose: The purpose of this study is to propose to systematize the educational content on
 cross-curricular learning topics from the perspective of competency-based education, which was
 important in the 2022 revised curriculum, and to reveal the significance and task it leaves behind
 in moral education.
 Methods: For this, it was proposed to state cross-curricular learning topics from a competency-based
 education perspective to analyze the characteristics and limitations of cross-curricular learning topics
 stated in the curriculum and to supplement those limitations. In addition, the three characteristics
 revealed in OECD Education 2030, which is the basis of the 2022 revised curriculum competency-based
 education perspective, were revealed, and concrete measures were proposed to state cross-curricular
 learning topics in three aspects of competence. Finally, it was intended to reveal how cross-curricular
 learning topics are related to moral education and to show the significance of moral education to
 state cross-curricular learning topics from a competency-based education perspective.
 Results: Cross-curricular learning topics can be stated in three aspects of competence by referring
 to the competency-based statement method of the 2022 revised moral curriculum because they include
 many educational content related to values and attitudes.
 Conclusion: Statement of cross-curricular learning topics from a competency-based education perspective
 contributes to strengthening the systematicity of the cross-curricular curriculum. In addition, since morality
 is a core subject of school value and attitude education, it is required to strengthen the system of
 cross-curricular learning topics, strengthen morality and subject functions, and restore learner identity.

CORPOREALITY AND CROSS-CURRICULAR LEARNING: FROM THE ANALYSIS OF THE 2004-2007-2012 NATIONAL INDICATIONS TO FUTURE PERSPECTIVES

The segmentation and specialization, which characterize the current state of knowledge, the "struggle" and sometimes the declared "incommunicability" between the sciences, today need a modification of the curricula and a consequent and necessary reorganization of educational planning and programming oriented to overcome the unidisciplinary approach. The present contribution, starting from an analysis of the 2004-2007-2012 national curriculum Indications (MIUR) and focusing on corporeality as a medium of cross-curricular learning, aims to initiate insights about the revision of programmatic guidance documents in the Italian context. The study in analysing objectives and developmental goals of the different disciplines within the national guidelines highlights the evolution of the value of corporeality by critically revisiting the usual educational scenarios where the body is often absent or little valorise. According to international educational perspectives increasingly directed toward the development of transversal skills and attitudes and recent research in the field of cognitive neuroscience, some epistemological nodes will be outlined on which to leverage so that corporeality can become a “tool” for the integration of knowledge and experience, traditionally separated from each other: those of speech (verbal dimension) with the less recognized ones of movement, gesture, gaze and the senses (non-verbal dimension). Physical education can enable the implementation of interdisciplinary and multidisciplinary paths, foster the implementation of learning environments effective to the promotion of cognitive, social, cultural and affective experiences.

메타버스 및 인공지능(AI)을 기반으로 한 교육적 중재연구의 동향 및 분석

Objectives This study identifies trends in overall studies related to educational interventions based on metaverse and AI, and analyzes the literature of previous studies on who, what platform, and in which areas educational use was made in general education and special education. Through this, trends and characteristics were analyzed.
 Methods The literature was selected by the PRISMA method, and the analysis tools of author, year, research title, education field, area, research method, and variable were used. The collected data were re-categorized by continuously extracting and organizing classifications through discussions with the research group. The subject areas was recategorized into architecture, engineering, science, liberal arts, cross-curricular learning, health care, mathematics, practical subjects, language, history, art, convergence talent education, physical education and mixed, and the research method platform was recategorized into mirror world, augmented reality, lifelogging, virtual world, AI, and mixed. the data were expressed in terms of frequency and percentage.
 Results Studies on educational intervention using metaverse and AI is rapidly increasing since 2017, and is being actively conducted in the field of general education. In addition, research on AI and virtual worlds has been actively conducted recently. In general education and special education, experience-centered education using the mirror world is prioritized, but in general education, fostering future talent and in special education, improvement of the subject's function is given priority. Also, slightly different results were found in the use of the platform, the subject of study applied, and the area of education used.
 Conclusions In each field of education, it was seen that the distribution of the subject area increases depending on who has what purpose of education, and at the same time, what kind of platform is used for effective teaching within the subject area is determined. This discussion and implications were presented.

Analysis of the types of reflection of cross-curricular learning topics in 2015 revised elementary school music textbooks

학교 교육에 대한 국가‧사회의 다양한 요구는 국가 수준의 교육과정을 추구하는 우리나라에서 범교과 학습 주제를 통해 반영된다. 차기 교육과정인 2022 개정 교육과정에서도 10개의 범교과 학습 주제를 각 교과의 내용에 맞게 반영하기를 요구하고 있다. 따라서 이 연구는 음악 교과의 관점에서 초등학교 음악 교과서에 반영된 범교과 학습 주제의 현황과 유형을 분석함으로써 시사점을 도출하는 것을 목적으로 하였다. 이를 위해 첫째, 범교과 학습의 개념을 정립하고 우리나라 교육과정에서 범교과 학습 주제가 어떻게 제시되어 있는지 살폈다. 둘째, 초등학교 음악 교과서에 반영된 범교과 학습 주제별 현황을 분석하였다. 셋째, 초등학교 음악 교과서의 범교과 학습 주제의 반영 유형을 분석하였다. 연구 결과, 초등학교 음악 교과서의 범교과 학습 주제 반영 현황에서 인성 교육이 가장 많은 비중을 차지하였으며, 경제‧금융 교육은 전혀 반영되어 있지 않았다. 범교과 학습 주제의 반영 유형은 크게 제재곡 반영 유형과 학습활동 반영 유형으로 나눌 수 있었는데, 음악 교과서가 포함하는 다양한 악곡과 학습활동이 다양한 범교과 학습 주제와 조화를 이루어 제시되어 있었다. 향후 음악 교육에서의 범교과 학습 주제의 구현을 위하여서는 범교과 학습 주제의 개념과 범위, 음악 교과 교육의 방향에 적합한 정보가 제공되어야 한다는 점, 주제별로 적합한 제재곡 발굴과 학습활동 개발 등의 후속 연구가 이루어져야 함을 제안하였다.In Korea, which pursues a national-level curriculum, various demands of the country and society for school education are reflected through cross-curricular learning topics. The next curriculum, the 2022 revised curriculum, also requires that 10 cross-curricular learning topics be reflected according to the contents of each subject. Therefore, the purpose of this study is to derive implications by analyzing the current status and types of cross-curricular learning topics reflected in elementary school music textbooks from the perspective of music subjects. To this end, first, the concept of cross-curricular learning was established and how the cross-curricular learning topics were presented in the national curriculum. Second, the current status of each subject of cross-curricular learning reflected in elementary school music textbooks was analyzed. Third, the types of reflection of cross-curricular learning topics in elementary school music textbooks were analyzed. As a result of the study, personality education was the most reflected among the topics of cross-curricular learning in elementary school music textbooks, and economic and financial education was not reflected at all. The types of reflection of cross-curricular learning topics could be largely divided into the type of reflection of sanctioned songs and the type of reflection of learning activities. Through this, various music and learning activities included in music textbooks were presented in harmony with various cross-curricular learning topics. In order to implement cross-curricular learning topics in music education in the future, the concept and scope of cross-curricular learning topics should be presented, information suitable for the direction of music education, and follow-up studies such as finding suitable songs for each topic and developing learning activities should be conducted.

Promoting Critical Thinking Through Argument Mapping: A Lab for Undergraduate Students

Aim/Purpose: In undergraduate training, helping students improve argumentative text comprehension (CoT) by identifying the elements of an argumentative text and critical thinking (CT) by reconstructing the meaning of the text and constructing their own reflections is relevant. Argumentative skills are essential on both the personal and professional levels. Background: In recent decades, concern has developed over undergraduates’ poor skills in reframing and articulating their thinking on a topic, which affects critical thinking and the ability to express unique perspectives. Customized interventions in higher education could develop argumentative abilities for professional and personal use. In this regard, argument maps (AM) could be a useful tool for the visualization of arguments. They provide logical relationships between statements to help understand the reasoning chain. Methodology: Hybrid presence-distance research was conducted over four days. A quasi-experiment with one group and three tests – S1, S2, and S3 – was conducted. Contribution: Our study aims to investigate and enrich the research landscape, especially in the Italian university context, regarding the use of AM to support text comprehension and the development of argumentative skills. Findings: Our preliminary descriptive analysis showed that AM improves students’ CoT and CT proficiency levels. These abilities improved from the beginning to the end of the experiment. Inferential analysis showed a beneficial pathway inflection on final learning improvement. Early encouraging results suggest that AMs can improve argumentation comprehension, production, and critical thinking in teaching and learning. Recommendations for Practitioners: The learner could better manage knowledge and understand different perspectives with AM usage rules. Recommendation for Researchers: It is essential to remember that critical thinking is a multifaceted and complex concept. This article examined it as a proxy variable for text comprehension and argumentation skills. The length of exposure to the method, contexts and instruments (analog or digital), and age/education of participants must be considered when doing AM research. Impact on Society: The method would improve awareness of shared ideas and make it easier to enrich and rethink one’s thoughts on the topic. Future Research: To study AM roles in diverse types of information, future research could incorporate quantitative and qualitative approaches. Cross-curricular learning for everyday life in digital and AI-driven environments, as well as text comprehension and critical thinking, could also be examined. Further research could cover other aspects of the topic of critical thinking.

초·중·고 학교 소비자교육 내용체계안 개발 및 활용 방안 연구1)

This study aims to prepare a content framework to implement consumer education in elementary, middle and high school education in response to the policy demands of revitalization and systematization of school consumer education. To this end, first, we examined changes in the consumption environment and education environment related to school consumer education, and analyzed the current state of consumer education in Korea focusing on the cross-curricular learning themes of the curriculum. Additionally, we examined research trends related to the content framework of school consumer education, and derived implications for preparing the content framework for school consumer education. Afterwards, we conducted Delphi surveys twice with 20 experts, and analyzed results focusing on content validity ratio and degree of agreement. Based on the results of the Delphi survey, the goals and content framework of school consumer education were derived. The overall goal of consumer education was prepared so that the identity of consumer education could be revealed while meeting the goals of school education. The content framework for school consumer education was drawn into four major areas with connectivity and hierarchy and it was as follows: ‘Ⅰ. Changes in Market Environment and Consumption Culture’, ‘II. Rational Purchasing Decision Making and Financial Management’, ‘Ⅲ. Types and Solutions of Consumer Problems’, ‘IV. Consumer Rights and Consumer Citizenship’. Finally, we implemented plan of the school consumer education content framework in five aspects: ⑴ subject education, ⑵ creative experience activities and cross-curricular learning, ⑶ free-semester program (free school year program) and career education, ⑷ extracurricular consumer education program, and ⑸ consumer competency measurement tool development.

The integration of extended reality for student-developed games to support cross-curricular learning

While eXtended Reality (XR) ha s been shown to provide rich promise, its adoption within the educational context for student created games is still limited. Recent advances in XR technology, especially in mobile XR tools, have made XR more accessible. These advances have also enabled the development of student-created XR experiences that provide opportunities for integrating learning with technology skills development. Through the integration of critical digital skills across the curriculum, students can demonstrate a range of learning outcomes across many different learning areas. In this study, we explore how the affordances of XR can be leveraged to enable new learning opportunities, specifically in enabling students to design their own XR learning experiences. We also explore how the added context of XR games provides additional benefits to engage and motivate learners. In this article, we identify and explore twelve affordances framed in the notions of engagement, authenticity and contextualisation. These affordances have been identified in the literature to highlight the benefits of XR and were explored in terms of how the added context of student-created games leveraged these affordances. Drawing on a wider research project, we identify three scenarios that were adopted by three teachers (Mathematics, Science and Language teacher) to teach a range of subjects that drew on XR student-created games. From this analysis, we conclude with six proposed design principles that could be adopted by other teachers to help guide them in applying a similar approach in their teaching.

ICT Usage for Cross-Curricular Connections in Music and Visual Arts during Emergency Remote Teaching in Slovenia

Due to the COVID-19 pandemic, the entire process of teaching and learning moved online. This forced teachers and pupils to heavily rely on information and communications technology (ICT) and make adjustments to the new mode of teaching and learning in educational institutions. We conducted a qualitative case study by interviewing 24 teachers from Slovene primary schools focusing on the implementation of cross-curricular connections in music and visual arts content with the support of ICT during the period of emergency remote teaching. We found that when planning and implementing the cross-curricular learning process, teachers insufficiently took advantage of possibilities offered by modern ICT. The manner of implementing cross-curricular connections showed uncertainties in terms of understanding their specifics, resulting in the inefficient transfer of concepts taught, the results of which were seen in pupils’ work. This might additionally show the negative influence of parental supervision on the creative thinking and expression of pupils. The present study emphasizes the lack of ICT competences on the part of all participants in the educational process. Our findings show the need to educate teachers by eliminating the uncertainties related to the implementation of distant cross-curricular connections while meaningfully applying ICT adapted to pupils’ competences.

Library higher education system in the USA: traditions and innovations

The purpose of the article is to describe the main evolution and current vectors stages of the higher library education development in the USA. Research methodology. The application of a set of theoretical and empirical methods of scientific knowledge made it possible to identify the main stages of the library higher education system’s evolution in the USA, the establishment of classical and innovative models of its modern development, transition to qualitatively new educational standards that marked the implementation of the competency approach, the dominance of cross-curricular learning goals over the formation of highly specialized knowledge, skills and abilities, the introduction instead of a disciplinary activity model of learning. The main approaches to scientific knowledge to achieve this goal were the systemic, historical, comparative, and modeling ones. The scientific novelty of the work is that on the basis of comparative and content analysis of the leading US Universities’ educational programs for Bachelors, Masters, and Doctors of Philosophy in “Library Science and Information Science” in their historical retrospective revealed the main development stages and modernization vectors of the country’s library higher education as the founder and leader of the specified educational direction. Conclusions. A study of the library schools’ genesis in American Universities, and content analysis of their educational training programs for various degrees allowed us to identify the main stages of the library higher education’s evolution in the USA: the stage of origin (the late 1880s – late 1930s); stage of intensive development (1950–1970s); stage of modernization changes (1980s – till present). The main vectors of modern transformations of higher library education are innovation, continuity, fundamentalization, digitalization, universality, and strengthening of the information component in the content of education. Key words: library higher education, the USA, history of library higher education, digitalization of education, diversification of library educational programs.

A Study on the Improvement of Cross-Curricular Learning Materials in Multicultural Education

연구목적 본 연구는 범교과 학습주제로서 다문화 교육의 활성화를 위하여 개발된 교과 연계형 다문화교수학습자료를 분석하여 범교과 다문화 교육자료의 질적 제고 방안을 제안하는 것에 목적이 있다. 연구방법 이를 위해 교육부에서 개발한 범교과 다문화 교육자료의 수준을 Banks의 다문화 교육 접근법에근거하여 양적 분석하였으며, 교사 5인을 대상으로 인터뷰를 진행하여 해당 자료의 실천 경험과 자료의질적 개선을 위한 의견을 들었다. 연구결과 분석 결과 다문화 교육자료의 수준이 대부분 동화주의적 접근 방식에 기반한 기여적, 부가적수준에 머무르고 있는 등 내용 수준, 학습자의 동기, 교사의 자료 접근성과 관련하여 개선이 필요한 것으로확인되었다. 결론 이를 바탕으로 본 고에서는 첫째, 다문화 교육자료 개발 시 다문화 가정 학생뿐만 아니라 다양한교육 주체를 고려하는 진정한 다문화주의 성격의 개발 방향 설정의 필요성, 둘째, 비판성과 실천성을 담보한교육 내용 수준의 확대, 셋째, 교육과정과의 연계성 강화를 통한 교사의 물리적⋅심리적 부담감 완화의필요성과 방안을 제언하였다.

Cooking with rhymes

There are many different traditional nursery rhymes and songs that mention or focus on food and/or cooking. This article in EYE's nursery rhymes series looks at how some rhymes encourage cross-curricular learning through cooking activities with an emphasis on physical development.

A computer simulator aiming for cross-curricular learning in elementary school education

A computer simulator aiming for cross-curricular learning in elementary school education

The effect of cross-curricular integration on pupils’ knowledge gained through experiential learning

This study examined the effects of the cross-curricular model of integrating mathematics and science with experiential learning on the knowledge of 3rd grade primary school pupils in Slovenia. The purpose of this research was to design and implement school lessons rooted in integrating maths with science and concrete experience, and handling real objects. In the experimental group (N=149), maths and science lessons implemented a cross-curricular model which integrated experiential learning. In the control group (N=155), maths and science were taught as separate subjects without experiential learning. The data was collected with pre- and post-tests to establish pupils’ knowledge. Differences between groups were analysed through Mann-Whitney U test and Wilcoxon signed-rank test and showed that pupils from the experimental group performed better at the 2nd and 3rd TIMSS cognitive domain. Findings indicate that the cross-curricular learning model has a positive effect on pupil’s achievement in science and mathematics.
 
 Keywords: Cross-curricular integration, mathematics, science, experiential learning, TIMSS, cognitive domains

한국의 독도 교육정책: 초·중·고등학교의 2015년 개정 교육과정을 중심으로

This paper illuminates how Korea’s Dokdo education policy is being reinforced in the 2015 revised curriculum. The discussion is focused reviewing the system of the contents of Dokdo education of elementary, middle and high schools in terms of Dokdo education as a way to strengthen territorial education and figuring out facing actual conditions of Korea’s Dokdo education policy. The completion of the Dokdo education content system began with the establishment of a plan to streng then Dokdo education in the revision of the curriculum in 2015. In response to the purpose of adopting Dokdo education as a cross-curricular learning subject in the 2015 revised curriculum, the Ministry of Education is adopting a policy to operat e in an integrated manner throughout education such as curriculum and creative experience activities[chang-uijeog cheheomhwaldong]. Nevertheless, Korea’s Dok do education policy is highly responsive. Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) conducted distorted territorial education in earnest ever since Dokdo as Japanese territorial was stated in the social studies textbook of elementary school in the March, 2010, and in March 2017, elementary and middle schools, and in March 2018, high schools revised the teaching guidelineand explanation of teaching guideline and the revised edition was published in July of that year. After that, Korea’s Ministry of Education presented the reactive policy in order to enhance the quantity and quality of the Dokdo territorial training from the 2009 curriculum to the 2015 curriculum. In other words, Dokdo education can be characterized as follows; reinforcing the territory of Dokdo in the area of education, improving the territory of Dokdo in the creative experience activities[cha ng-uijeog cheheomhwaldong] and strengthening of the territory of Dokdo educatio n in new media space. However, Dokdo education is faced with limitations. First, there are the division and difficulty of classification items in the curriculum of lower and upper grades. Second, the curriculum is not suitable for field education in the middle school. Third, Dokdo education is proceeding formal or one-time activities because of the reality of entrance-oriented education in the high school.

The lapbook as an innovative way to organize learning activities in elementary schools

The article analyzes the views of scientists on the use of lapbooking in elementary schools. It is found that the methodology of lapbooking allows you to unlock the potential of each student in the process of creating individual or more often collective work. In particular, the lapbook forms key skills and abilities, which are required by the educational vector of the New Ukrainian School. In addition, it takes into account cross-curricular learning and social competencies, which help each individual to become successful and adapt in society. The article proves that the use of Lapbooks is reasonable not only when studying a single topic, but also as a complex, systemic type of work, as close to the project and research activities as possible. It was found out that the introduction of lapbooking at different stages of studying subjects is effective, as it covers different types of activity: pair and group work; search methods and work with information (ability to work with sources, generalize and systematize, draw conclusions, formulate own statements concisely and informatively). It is noted that the technique of lapbooking can be applied as early as preschool age with a gradual complication of high school. Consequently, the general essence of lapbooking is systematized with the help of integrative diagrams and charts. It is determined that the educational industry must be flexible to timely respond to changes in society and provide the professional market with specialists, successful and active citizens who are able not only to adapt, but also to realize themselves. The innovativeness of the lapbooking method is that it combines different areas of activity simultaneously: informational, research, design, communicative, creative, technological, aesthetic. The results of the study allow us to recommend lapbooking as the main method of work in elementary school (when studying any topic or academic subject).

Role of electronic gadgets in removing inequalities

Electronic gadgets can be seen as a learning tool and a means of communication. Within learning situations, multimedia products and online services can be used creatively and reflectively. One of the side effects of India's internal diversities is the lack of equal opportunities for education for all. That is, inequality of educational opportunities. Education of students in India has been affected by caste, gender, religion, region, economic reasons. The effect of inequality exists on the entire education system of India. In addition, multimedia can be used to promote subject and cross-curricular learning. Multimedia is very helpful and fruitful in education due to its characteristics of interactivity, flexibility, and integration of various media that can support learning, taking into account individual differences among learners and enhancing their motivation.

Role of electronic gadgets in removing inequalities

Electronic gadgets can be seen as a learning tool and a means of communication. Within learning situations, multimedia products and online services can be used creatively and reflectively. One of the side effects of India's internal diversities is the lack of equal opportunities for education for all. That is, inequality of educational opportunities. Education of students in India has been affected by caste, gender, religion, region, economic reasons. The effect of inequality exists on the entire education system of India. In addition, multimedia can be used to promote subject and cross-curricular learning. Multimedia is very helpful and fruitful in education due to its characteristics of interactivity, flexibility, and integration of various media that can support learning, taking into account individual differences among learners and enhancing their motivation.

Role of electronic gadgets in removing inequalities

Electronic gadgets can be seen as a learning tool and a means of communication. Within learning situations, multimedia products and online services can be used creatively and reflectively. One of the side effects of India's internal diversities is the lack of equal opportunities for education for all. That is, inequality of educational opportunities. Education of students in India has been affected by caste, gender, religion, region, economic reasons. The effect of inequality exists on the entire education system of India. In addition, multimedia can be used to promote subject and cross-curricular learning. Multimedia is very helpful and fruitful in education due to its characteristics of interactivity, flexibility, and integration of various media that can support learning, taking into account individual differences among learners and enhancing their motivation.

Learning Ethical, Environmental and Professional Responsibility at Universitat Politècnica de València. Where Are We?

This paper presents a study on the development of the cross-curricular learning outcome (CCLO) “Ethical, environmental and professional responsibility” for students of different Bachelor’s Degrees taught at Universitat Politècnica de València (Spain). The work involved in the development of this learning outcome entails great complexity, given the double dimension of responsibility that it involves. At the end of their training at the university, students are expected to show ethical, environmental, and professional responsibility towards themselves and others. Interviews have been conducted with lecturers who work and assess this outcome in their subjects, most/all of them related to science and engineering. The objective was to identify the learning approach used in the different subjects to guarantee the acquisition of this CCLO by the students. A focus group has also been carried out with students to determine the importance they give to this learning outcome, and to know their degree of satisfaction with the training received. The methodology used to obtain the data from lecturers and students and to process the information to get a precise diagnosis is fully described in the paper. Results are satisfactory to some extent: most of the lecturers carry out appropriate activities and most students achieve the expected proficiency level. Finally, recommendations are given to improve the development of this cross-curricular learning outcome.