The Effectiveness of an Interdisciplinary Approach in Biology Teaching in Primary School: A Comparison With Monodisciplinary Approach
Vera Županec , Tihomir Lazarević , Vanja Sekulić , Tijana Pribićević
Interdisciplinary teaching and learning is an approach that synthesizes the curricular objectives and methods of two or more disciplines or subjects f.
- Pub. date: February 15, 2023
- Pages: 169-182
- 307 Downloads
- 829 Views
- 0 Citations
Interdisciplinary teaching and learning is an approach that synthesizes the curricular objectives and methods of two or more disciplines or subjects focusing on a specific topic or issue. While it is being increasingly implemented in universities, at lower levels of education there are still countries where science subjects are taught and learned fragmentarily. To assess the significance of the interdisciplinary approach in primary school biology teaching, the paper aims at an experimental verification of the effectiveness of this method in relation to the quality and retention of student knowledge, compared to the monodisciplinary approach to teaching and learning biology. The paper also describes a scenario for teaching a topic in which biological and geographical contents correlate. The study applied a pedagogical experiment with parallel groups. In total, 180 students attending two primary schools in the city of Novi Sad participated in the experiment and were divided into an experimental and a control group. The findings suggest that the interdisciplinary approach improved the quality and retention of student knowledge. The experimental group was more successful in completing tasks that required comprehension and practical application of knowledge. The study thus emphasizes the need for a professional curriculum development that would enhance the interdisciplinary correlation of various disciplines.
biology teaching effectiveness interdisciplinary approach monodisciplinary approach quality and retention of knowledge
Keywords: Biology teaching, effectiveness, interdisciplinary approach, monodisciplinary approach, quality and retention of knowledge.
References
Abdella, B. R., Walczak, M. M., Kandl, K. A., & Schwinefus, J. J. (2011). Integrated chemistry and biology for first-year college students. Journal of Chemical Education, 88(9), 1257-1263. https://doi.org/10.1021/ed1001834
Acarli, D. S. (2020). An interdisciplinary teaching application: The topic of proteins. Journal of Baltic Science Education, 19(3), 344-355. https://doi.org/10.33225/jbse/20.19.344
Aslan Yolcu, F. (2013). İlköğretim düzeyinde performans görevi ve proje uygulamaları sürecinde disiplinler arası yaklaşımın etkililiği üzerine bir çalışma [Effectiveness of the interdisciplinary approach on process of performance task and project implementation at primary level] [Doctoral dissertation, Hacettepe University]. Hacettepe Üniversitesi Açık Erişim Sistemi [Hacettepe University Open Access System]. https://rb.gy/zecnfo
Broggy, J., O’Reilly, J., & Erduran, S. (2017). Interdisciplinarity and science education. In K. S. Taber & B. Akpan (Eds.), Science education: An international course companion (pp. 81–90). Springer. https://doi.org/10.1007/978-94-6300-749-8_6
Buchbinder, S. B., Alt, P. M., Eskow, K., Forbes, W., Hester, E., Struck, M., & Taylor, D. (2005). Creating learning prisms with an interdisciplinary case study workshop. Innovative Higher Education, 29(4), 257-274. https://doi.org/10.1007/s10755-005-2861-x
Buljubašić-Kuzmanović, V. (2007). Studentska prosudba učinkovitosti integrativnog učenja [Students’ judgement of the effectiveness of interactive learning]. Odgojne Znanosti, 9(2), 147-160. https://hrcak.srce.hr/23550
Chitia, E. V., & Indreica, E.-S. (2018). The interdisciplinary approach of arts and crafts activities as a prerequisite for optimizing school performance. Journal Plus Education, 21(Special Issue), 91-94. https://bit.ly/3WZTfyy
Chrysostomou, S. (2004). Interdisciplinary approaches in the new curriculum in Greece: A focus on music education. Arts Education Policy Review, 105(5), 23-30. https://doi.org/10.3200/AEPR.105.5.23-30
Crnčec, D. (2012). Utjecaj prirodoslovne izvannastavne aktivnosti učenika šestih razreda na obrazovna postignuća u nastavi kemije primarnog obrazovanja [The effect of the natural science extracurricular activities in education of the sixth grade students in teaching chemistry in primary education]. Zbornik Radova Međimurskog Veleučilišta u Čakovcu, 3(2), 15-21. https://hrcak.srce.hr/95814
Czerniak, C. M. (2007). Interdisciplinary science teaching. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 537-560). Routledge. https://rb.gy/1gflsu
Demirel, M., & Diker Coşkun, Y. (2010). Case study on interdisciplinary teaching approach supported by project-based learning. The International Journal of Research in Teacher Education, 2(3), 28-53. https://rb.gy/7rwjh1
Dervişoğlu, S., & Soran, H. (2003). Orta öğretim biyoloji eğitiminde disiplinler arası öğretim yaklaşımının değerlendirilmesi [Evaluation of interdisciplinary teaching approach in high school biology education]. Hacettepe University Journal of Education/ Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 25, 48-57. https://rb.gy/hi9kvk
Dolenec, Z., & Dolenec, P. (2013). Correlation in teaching biology and geography. Croatian Journal of Education, 15(Sp.Ed.2), 267-274. https://hrcak.srce.hr/106731
Drake, S. M., & Burns, R. C. (2004). Meeting standards through integrated curriculum. Association for Supervision and Curriculum Development.
Dryden, G., & Vos, J. (2005). The new learning revolution. Network Educational Press and the Learning Web. https://rb.gy/buzee6
Eurydice. (2011). Science education in Europe: National policies, practices and research. Brussels, Education, Audiovisual and Cultural Executive Agency. https://doi.org/10.2797/7170
Frykholm, J., & Glasson, G. (2005). Connecting science and mathematics instruction: Pedagogical context knowledge for teachers. School Science and Mathematics, 105(3), 127-141. https://doi.org/10.1111/J.1949-8594.2005.TB18047.X
Glackin, M., & King, H. (2018). Understanding environmental education in secondary schools in England: The practitioners' perspective (Perspectives from Policy, Report 1). King’s College London. https://rb.gy/ayqlf6
Glackin, M., King, H., Cook, R., & Greer, K. (2018). Understanding environmental education in secondary schools in England (The practitioners’ Perspective, Report 2). King’s College London. https://bit.ly/3RqjsVW
González Villora, S., Villar García, L., Pastor Vicedo, J. C., & Gil Madrona, P. (2013). Propuesta didáctica interdisciplinar en educación primaria en España: La enseñanza de la educación física y el Inglés [Interdisciplinary teaching proposal in primary education in Spain: The teaching of physical education and English]. Paradígma, 34(2), 31-50. https://rb.gy/nnjkhd
Harrell, P. E. (2010). Teaching an integrated science curriculum: Linking teacher knowledge and teaching assignments. Teacher Education, 19(1), 145–165.
Jacobs, H. H. (1989). The growing need for interdisciplinary curriculum content. In H. H. Jacops (Ed.) Interdisciplinary curriculum: Design and implementation (pp. 1-11). Association for Supervision and Curriculum Development. https://rb.gy/bgowuu
Johnson, H. D., & Dasgupta, N. (2005). Traditional versus non-traditional teaching: Perspectives of students in introductory statistics classes. Journal of Statistics Education, 13(2), 78–89. https://doi.org/10.1080/10691898.2005.11910558
Johnston, J., Riordain, M. N., & Walshe, G. (2014). An integrated approach to the teaching and learning of science and mathematics utilising technology – the teachers’ perspective. Journal on School Educational Technology, 9(4), 14-26. https://doi.org/10.26634/JSCH.9.4.2709
Jones, C. (2010). Interdisciplinary approach – advantages, disadvantages, and the future benefits of interdisciplinary studies. Essai, 7(1), 76–81. http://dc.cod.edu/essai/vol7/iss1/26
Klein, J. T. (2006). A platform for a shared discourse of interdisciplinary education. Journal of Social Science Education, 5(2), 10-18. https://doi.org/10.4119/jsse-344
Krajšek, S. S., & Vilhar, B. (2010). Active teaching of diffusion through history of science, computer animation and role playing. Journal of Biological Education, 44(3), 116-122. https://doi.org/10.1080/00219266.2010.9656207
Labudde, P. (2003). Fächer übergreifender unterricht in und mit physik: Eine zu wenig genutzte chance [Interdisciplinary teaching in and with physics: An underused opportunity]. PhyDid A-Physik und Didaktik in Schule und Hochschule, 1(2), 48-66. https://rb.gy/mjuxq9
Lattuca, L. R., Voigt, L. J., & Fath, K. Q. (2004). Does interdisciplinarity promote learning? Theoretical support and researchable questions. The Review of Higher Education, 28(1), 23-48. https://doi.org/10.1353/rhe.2004.0028
MacMath, S., Roberts, G., Wallace, J., & Chi, X. (2010). Curriculum integration and at-risk students. British Journal of Special Education, 37(2), 87–94. https://doi.org/10.1111/j.1467-8578.2009.00454.x
Mansilla, V. B., & Duraising, E. D. (2007). Targeted assessment of students' interdisciplinary work: An empirically grounded framework proposed. The Journal of Higher Education, 78(2), 215-237. https://doi.org/10.1080/00221546.2007.11780874
Marsh, S. J., & Stock, G. N. (2006). Creating dynamic capability: The role of intertemporal integration, knowledge retention, and interpretation. The Journal of Product Innovation Management, 23(5), 422-436. https://doi.org/10.1111/j.1540-5885.2006.00214.x
Milanković Jovanov, J., Ivkov-Džigurski, A., Stanisavljević, J., Ivanović Bibić, L., Petrović, M. D., & Đukičin Vučković, S. (2022). Is the integrative teaching approach beneficial for learning? International Journal of Cognitive Research in Science, Engineering and Education, 10(2), 173-183. https://doi.org/10.23947/2334-8496-2022-10-2-173-183
Moreno, N. P., & Tharp, B. Z. (1999). An interdisciplinary national program developed at Baylor to make science exciting for all K-5 students. Academic Medicine: Journal of the Association of American Medical Colleges, 74(4), 345-347. https://doi.org/10.1097/00001888-199904000-00020
Nagle, B. (2013). Preparing high school students for the interdisciplinary nature of modern biology. CBE—Life Sciences Education, 12(2), 144-147. https://doi.org/10.1187/cbe.13-03-0047
Niklanović, M., Miljanović, T., & Pribićević, T. (2014). A model of interdisciplinary teaching of ecology in the high school. Archives of Biological Sciences, 66(3), 1291-1297. https://doi.org/10.2298/ABS1403291N
Nocar, D., Živný, M., Vaněk, V., Škrabánková, J., & Kočí, P. (2019). Interdisciplinary approach in teaching human biology realized within the project “nature”. In L. Gómez Chova, A. López Martínez & I. Candel Torres (Eds). Proceedings of The 12th annual International Conference of Education, Research and Innovation (ICER2019) (pp. 6264-6269). IATED. https://doi.org/10.21125/iceri.2019.1511
Nowacek, R. S. (2005). A discourse-based theory of interdisciplinary connections. The Journal of General Education, 54(3), 171-195. https://doi.org/10.2307/27798019
Owen, J. E. (2015). Integrative and interdisciplinary approaches to leadership development. New Directions for Student Leadership, 2015(145), 49-58. https://doi.org/10.1002/yd.20123
Petrie, H. G. (1992). Interdisciplinary education: Are we faced with insurmountable opportunities? Review of research in education, 18(1), 299-333. https://doi.org/10.3102/0091732X018001299
Radulović, B. (2021). Educational efficiency and students’ involvement of teaching approach based on game-based student response system. Journal of Baltic Science Education, 20(3), 495-506. https://doi.org/10.33225/jbse/21.20.495
Radulović, B., Gajić, O., Španović, S., & Lungulov, B. (2019). Challenges of initial teacher education in the context of higher education reform in Serbia. Education and Self Development, 14(3), 34-39. http://bit.ly/40p2DP8
Radulović, B., & Krstić, I. (2022). Plasma speaker as an example for work with gifted students. Romanian Reports in Physics, 74(1), Article 901. http://www.rrp.infim.ro/2022/AN74901.pdf
Radulović, B., & Stojanović, M. (2019). Comparison of teaching instruction efficiency in physics through the invested self-perceived mental effort. Voprosy Obrazovaniya, 3, 152-175. https://doi.org/10.17323/1814-9545-2019-3-152-175 [In Russian]
Radulović, B., Stojanović, M., Džinović, M., & Zajkov, O. (2022). Students’ opinion of gifted education and teaching profession. Education and Self Development, 17(1), 80–88.
Reinhold, P., & Bünder, W. (2001). Stichwort: Fächerübergreifender unterricht [Keyword: Interdisciplinary teaching]. Zeitschrift für Erziehungswissenschaft, 4, 333-357. https://doi.org/10.1007/s11618-001-0041-z
Satiansiriwiwat, S., Intorrathed, S., & Siriwan, N. (2018). Integration of agricultural knowledge with the Thai language, mathematics, and science subjects for first-year elementary school of Thailand. The New Educational Review, 51, 41-52. https://doi.org/10.15804/tner.2018.51.1.03
Slavinec, M., Aberšek, B., Gačević, D., & Flogie, A. (2019). Monodisciplinarity in science versus transdisciplinarity in STEM education. Journal of Baltic Science Education, 18(3), 435-449. https://doi.org/10.33225/jbse/19.18.435
Suraco, T. L. (2006). An Interdisciplinary approach in the art education curriculum [Master’s thesis, Georgia State University]. ScholarWorks@ Georgia State University. https://l24.im/lgA420
Venville, G., Rennie, L., & Wallace, J. (2004). Decision making and sources of knowledge: How students tackle integrated tasks in science, technology and mathematics. Research in Science Education, 34, 115-135. https://doi.org/10.1023/B:RISE.0000033762.75329.9b
You, S. H. (2017). Why teach science with an interdisciplinary approach: History, trends, and conceptual frameworks. Journal of Education and Learning, 6(4), 66-77. https://doi.org/10.5539/jel.v6n4p66
Živković, L., Jovanović, S., Đorđević, I., & Golubović, N. (2017). An interdisciplinary approach to teaching contents geography in primary school. Bulletin of the Serbian Geographical Society, 97(1), 137-158. https://doi.org/10.2298/GSGD1701137Z
Županec, V. S., Radulović, B. N., Pribićević, T. Z., Miljanović, T. G., & Zdravković, V. G. (2018). Determination of educational efficiency and students’ involvement in the flipped biology classroom in primary school. Journal of Baltic Science Education, 17(1), 162-176. https://doi.org/10.33225/jbse/18.17.162