Interdisciplinary Lessons Research Articles

When “Immersive” Learning Goes Remote: Interdisciplinary Lessons Learned in a Pandemic

Abstract: Background: Due to the COVID-19 pandemic, health professional training programs made substantial changes to shift previously in-person student training opportunities to remote settings. Objectives: We present lessons learned from changes made to one community-engaged internship program, Bridging the Gaps (BTG)-Pittsburgh, that should prove helpful in future times of crisis. Methods: BTG-Pittsburgh places inter-disciplinary graduate pairs of students in community-based organizations that serve marginalized populations, to work directly with program participants and develop tangible products aimed to build organizational capacity. Students get additional training on poverty awareness, health literacy, community violence, food justice, trauma-informed self-care, cultural and academic humility, oral health and advocacy. Upon pandemic onset, given increased community need and community partner feedback, BTG-Pittsburgh pivoted quickly, shifting to remote engagement and making critical adjustments to ensure responsiveness to student and community partner needs. Adjustments included: 1) adopting a trauma-informed approach, 2) developing remote mentoring guidance, and 3) doubling site visits to ensure that students and site mentors felt sufficiently supported. Conclusions: Several program and partnership attributes contributed to our overall program success, including a model of reciprocal benefits, providing supports, flexibility, and long-standing relationships. The university’s quick adoption of remote technology and each participating school’s commitment to supporting the program model, further enabled effective student-organization-program collaboration. These lessons can inform community-partnered experiential learning programs that may need to incorporate remote components moving forward.

The potential of task-based language learning (TBL) in an interdisciplinary context

This research explores the implementation of Task-Based Language Learning (TBL) within an interdisciplinary framework to enhance linguistic proficiency and subject-specific knowledge. Emphasizing the value of interdisciplinarity in promoting interaction and motivation, the study advocates for collaboration across diverse disciplines. Task-based learning is examined for its goal-oriented nature and authenticity in replicating real-life scenarios. The research highlights the potential benefits of TBL in fostering linguistic competence, critical thinking, and a holistic understanding of real-world problems. It includes a sample interdisciplinary lesson plan integrating English Language, Mathematics, and Art.

Interdisciplinary lessons and recommendations for the evaluation of replicability in behavioral sciences.

As the scientific community becomes aware of low replicability rates in the extant literature, peer-reviewed journals have begun implementing initiatives with the goal of improving replicability. Such initiatives center around various rules to which authors must adhere to demonstrate their engagement in best practices. Preliminary evidence in the psychological science literature demonstrates a degree of efficacy in these initiatives. With such efficacy in place, it would be advantageous for other fields of behavioral sciences to adopt similar measures. This letter provides a discussion on lessons learned from psychological science while similarly addressing the unique challenges of other sciences to adopt measures that would be most appropriate for their field. We offer broad considerations for peer-reviewed journals in their implementation of specific policies and recommend that governing bodies of science prioritize the funding of research that addresses these measures.

“Mission on Mars” – Integrated STEM Lesson

Integrated STEM teaching reflects the effort to combine some or all four disciplines of Science, Technology, Engineering, and Mathematics into one learning unit or lesson. The following work describes good practice for collaboration between teachers in different subjects in order to create effective interdisciplinary lessons. Students are engaged in enjoyable activities in Science, Robotics and Technologies. The lesson is student-led, they prepare themselves for the different activities according to their interests and skills. Students explore Mars, make conclusion, analyze and give solution.

Introduction

An introduction to the 5 interdisciplinary lesson plans about the ocean and connecting with it via the senses that make up this booklet. The booklet was developed as part of the Advancing Knowledge about Methane in the Arctic (AKMA) Project, which is also briefly presented here.

Integration of Social Studies and English: Prospective Teachers’ Views “Feeding two birds with one scone?”

This study aims to examine the process of developing interdisciplinary lesson plans for prospective English and social studies teachers using the Content-based language instruction model (CLIL) and through collaborative work. The participants of the study consisted of 30 prospective English and 10 prospective social studies teachers who were continuing their pre-service university education in one of the western provinces of Turkey. A qualitative approach was used to answer the research problem, and data collection tools consisted of questionnaires, semi-structured group interviews, and lesson plans. Both descriptive and content analysis was used to reach inferential results. As a result of the research, it was understood that pre-service teachers’ own learning experiences affect their beliefs about their teaching experiences. Besides, it was understood that the 4C model, which can be used in CLIL, is specifically suitable for social studies. In line with these results, suggestions were made for future studies.

Introduction

An introduction to the 16 interdisciplinary lesson plans and ideas about the ocean and connecting to it via the senses that make up this booklet. The booklet was developed as part of the Advancing Knowledge about Methane in the Arctic (AKMA) Project, which is also briefly presented here.

Прилагане на образователна стая на загадките в интердисциплинарен урок по изобразително изкуство и математика

The application of an interdisciplinary approach in the educational process has the potential to place students in an environment where learning becomes an exciting experience, helping them discover and overcome difficulties together, promoting learning, and developing critical and analytical thinking. The article discusses the application of the "Room of Riddles" method in an interdisciplinary lesson combining visual arts and mathematics. A pedagogical practice is presented for integrating topics from the fields of visual arts and mathematics, establishing cross-curricular connections within the context of the "Room of Riddles." An interdisciplinary game is described, which combines tasks from different subject areas within one project. This approach allows students to apply their knowledge in solving a specific problem, recognize and build connections between individual disciplines, and reinforce their understanding.

TEACHING RELIGION IN AN ELECTRONIC ENVIRONMENT

The pandemic of COVID 19 and the introduced measures to limit the virus have led to a restructuring of the organization of the educational process, including religious education in an electronic environment. This has led to the use of various information systems and networks equivalent to interactive teaching methods, providing new opportunities for the use of innovative practices in the work of pedagogical specialists. The article analyzes the advantages and disadvantages of e-learning in religion and presents the pedagogical experience of implementing two interdisciplinary lessons conducted in an electronic environment in a distance form, with primary school students studying at the school "Orthodox Christian Values and Traditions".

Filling the Third Circle with Interdisciplinary Lesson Planning: A Case Study of Pre-Service Teachers

The three-circle model of agricultural education focuses on the importance of in-class instruction, supervised agricultural experiences, and FFA involvement. The agricultural communications career pathway is available to students through agricultural communications supervised agricultural experiences (SAE) programs and career development events within FFA. However, specific curriculum that teaches agricultural communications in the classroom is not readily available. The purpose of this qualitative case study was to examine the interdisciplinary lesson planning and integration process of pre-service teachers with focus on opportunities and limitations to teaching communication in the agriculture, food, and natural resources (AFNR) curriculum. In this case study, four pre-service teachers worked with agricultural communications faculty to develop communication curricula and lesson plans to be incorporated into high school AFNR classrooms. These pre-service teachers developed interdisciplinary lessons prior to student teaching and, when appropriate, used these lessons in their classrooms. While current research regarding teaching science in the AFNR curriculum is ongoing, the literature is silent regarding teaching social sciences such as communication in the AFNR curriculum. These pre-service teachers want more opportunities to develop interdisciplinary lessons. They believe teaching communication skills while tying them to the content area can improve student knowledge, retention, and engagement in the learning process while exposing them to the agricultural communications career pathway.

K-Pop: An Interdisciplinary Approach to Teaching Dance and Culture in General Physical Education

Korean Pop culture (K-pop) is gaining more fan bases and interest around the world. However, many educators in the U.S. may not be fully aware of the K-pop cultural phenomenon. The main aim of this article is to provide a brief history of K-pop and highlight the educational benefits of interdisciplinary lessons in physical education class through a K-pop dance unit. Additionally, it will provide practical K-pop dance unit and lesson ideas for current practitioners and discuss implications of adding a K-pop dance unit in physical education curriculum.

Interdisciplinary Lessons on Energy and Entropy

Interdisciplinary Lessons on Energy and Entropy

Using Shared Story Reading in Mathematics

Teachers can use shared story reading with interdisciplinary lessons to simultaneously advance students’ mathematics, literacy, and social-emotional competencies. In this article, we use the book, Two of Everything, to illustrate how this routine can be used in K–2 classrooms.

Интердисциплинарният урок в условията на дистанционно обучение

The application of an interdisciplinary lesson with the tools of the e-learning environment in the conditions of distance learning needs a didactic justification for organization and implementation. The aim of this study is to present good pedagogical practice on the researched problem, as well as to make a proposal for a generalized methodical model of an interdisciplinary lesson and the possibilities for its realization in distance learning. The research presents theoretical accents and describes a methodical model of an interdisciplinary lesson in which knowledge of biology and health education and chemistry and environmental protection are integrated. Conclusions are made for effective application of an interdisciplinary lesson.

Flowing Down Bengawan Solo: An Interdisciplinary Lesson Model on Music and Rivers

Music cannot be separated from its historical, geographical, and cultural context; therefore, it is important that students be taught music from a variety of genres, cultures, and historical periods relevant to the music to which they are introduced. In this article, I introduce an interdisciplinary approach through contextualization of the content of music, using it to lead to the study of related works in various disciplines. Using a song inspired by Indonesia’s Solo River, a lesson sample demonstrates teaching strategies that motivate students to engage in integrative thinking. By exploring music’s connection with relevant subjects to teach about the natural environment, this contextualized lesson presents a global learning experience to broaden students’ knowledge of the world. Contextualizing the content of Bengawan Solo illustrates how history and culture shaped the song and demonstrates how this work can be used as a springboard for students’ exploration of its history, geography, and ecology.

Interdisciplinary Lessons Learned While Researching Fake News.

The misleading and propagandistic tendencies in American news reporting have been a part of public discussion from its earliest days as a republic (Innis, 2007; Sheppard, 2007). “Fake news” is hardly new (McKernon, 1925), and the term has been applied to a variety of distinct phenomenon ranging from satire to news, which one may find disagreeable (Jankowski, 2018; Tandoc et al., 2018). However, this problem has become increasingly acute in recent years with the Macquarie Dictionary declaring “fake news” the word of the year in 2016 (Lavoipierre, 2017). The international recognition of fake news as a problem (Pomerantsev and Weiss, 2014; Applebaum and Lucas, 2016) has led to a number of initiatives to mitigate perceived causes, with varying levels of success (Flanagin and Metzger, 2014; Horne and Adali, 2017; Sample et al., 2018). The inability to create a holistic solution continues to stymie researchers and vested parties. A significant contributor to the problem is the interdisciplinary nature of digital deception. While technology enables the rapid and wide dissemination of digitally deceptive data, the design and consumption of data rely on a mixture of psychology, sociology, political science, economics, linguistics, marketing, and fine arts. The authors for this effort discuss deception’s history, both old and new, from an interdisciplinary viewpoint and then proceed to discuss how various disciplines contribute to aiding in the detection and countering of fake news narratives. A discussion of various fake news types (printed, staged events, altered photographs, and deep fakes) ensues with the various technologies being used to identify these; the shortcomings of those technologies and finally the insights offered by the other disciplines can be incorporated to improve outcomes. A three-point evaluation model that focuses on contextual data evaluation, pattern spread, and archival analysis of both the author and publication archives is introduced. While the model put forth cannot determine fact from fiction, the ability to measure distance from fact across various domains provides a starting point for evaluating the veracity of a new story.

ИНТЕРДИСЦИПЛИНАРНИЯТ УРОК – НАЧИН ЗА НЕСТАНДАРТНО И ЕФЕКТИВНО УСВОЯВАНЕ НА УЧЕБНОТО СЪДЪРЖАНИЕ

Learning by integrating different topics from one subject to another helps students build a complete image of the topic they are working on and makes the learning process effective and meaningful. The theme „The Bulgarian revival and the road to immortality“ is suitable for conducting an interdisciplinary lesson, which overlaps these subjects: Bulgarian language, history, music, fine arts and information technologies. Through the time machine, the seventh-graders from our school found themselves in a revival café, where they witnessed an interview with Dobri Chintulov, Kiro Tuleshkov and Ivan Vazov. Touching on these personalities, the students easily understood and interpreted questions related to the changes that occurred in Bulgarian society in the renaissance era, the change of the ordinary Bulgarian and the main directions in which the Bulgarian renaissance developed. In pertinent moments they sang Renaissance songs, with brush and paints recreated they images of Bulgarian Revivals. Their appreciation for those personalities who worked with all their dedication to resurrect the Bulgarian and led it to new heights was felt. The preferred method is suitable because it develops teamwork skills, self-assessment and self-knowledge, improves their communication skills, builds their personal qualities, which is a huge advantage compared to the classical form of training.

«Butterfly Effect» or Semantic Reading at Interdisciplinary Lessons

The article is based on the idea of invariance of texts belonging to different functional styles. This concept allows the text to be treated as an interdisciplinary object of cognition. The system of assignments at interdisciplinary (transdisciplinary) lessons is offered which helps to keep intact the intellectual integrity of the learners’ world perception. The article presents tasks of the introductory course for high school students preceding modular intersubject programs on the development of functional literacy. A special accent is made on the formation of the skills to contextualize knowledge in the process of semantic reading, development of cognitive flexibility, understanding of the metaphoric language of science. The material is in conformity with the new forms of final attestation.

Remote sensing and electromagnetic wave behaviour to measure vegetation phenology with physics

Interdisciplinary models of teaching have been present in education systems for at least 30 years. The idea of the interdisciplinarity is to show students the contextualisation of subject knowledge, its relation to real-life problems and to build skills across traditional disciplinary boundaries. This is essential to future competitiveness since innovations frequently occur at the interface of disciplines when people are able to collaborate. Schools try to respond to the need to prepare students for an interdisciplinary and collaborative job market by modifying the curricula and training teachers. But one of the most primary and difficult problems is preparing a truly interdisciplinary lesson or a project. It seems that all complex issues could be good examples for this purpose. One of these complex issues is the study of climate change, which requires the collaboration of different specialists and a comprehensive understanding of the problem in different scientific fields: physical, geographical, biological, social, engineering, etc. The paper presents an interdisciplinary project which links knowledge within a few different science areas around the real-life problem important for students. The work shows the developed and tested interdisciplinary educational project ‘Panta Rhei’ which integrates physics and other STEM subjects to present the biological and social consequences of changes in vegetation periods for different climate zones. It shows how Earth observation research can be utilised in schools for teaching physics and other science subjects. The project was validated on a group of Polish teachers. In the paper we present the whole project together with teachers' opinions.

The Other Legacy of Vienna 1900: The Ars Combinatoria of Friedl Dicker-Brandeis

AbstractThis article positions multidisciplinary artist Friedl Dicker-Brandeis at the center of a web that spans Vienna 1900, the Weimar Bauhaus, and interwar Vienna. Using a network metaphor to read her work, she is understood here as specialist of the ars combinatoria, in which she recombines genre and media in unexpected ways. She translates the language of photograms into painting, ecclesiastical subject matter into a machine aesthetic, adds found objects to abstract paintings, and paints allegories and scenes of distortion in the idiom of New Objectivity, all the while designing stage sets, costumes, modular furniture, toys, and interiors. While she has been the subject of renewed attention, particularly in the design world, much of her fine art has yet to be assessed. She used the idioms of twentieth-century art movements in unusual contexts, some of these very brave: in interwar Vienna, where she created Dadaistic posters to warn of fascism, she was imprisoned and interrogated. Always politically engaged, her interdisciplinary and multimedia approach to art bridged the conceptual divide between the utopian and critical responses to war during the interwar years. Such engagement with both political strains of twentieth-century modernism is rare. After integrating the interdisciplinary lessons of Vienna and the Weimar Bauhaus into her life's work, she shared these lessons with children at Terezín.