Centred around a contemporary conception of Bildung, this book effectively demonstrates how the aims of cross- and transcurricular teaching can be reconciled, resulting in a didactic framework for ...teaching and learning in secondary schools that can be applied internationally. Chapters present a nuanced and unified approach to fusing theory and practice by offering accounts of some of the most promising teaching methods from leading scholars in the field of curriculum research. These methods include dialogic teaching or movement integration, transversal competences like digital or entrepreneurial thinking, and topics that call for crosscurricular approaches, like sustainability or citizenship. Addressing diverse worries and criticisms of crosscurricular teaching, the book includes international viewpoints and trends such sustainability, citizenship, and student motivation to present a comprehensive and systematic scholarly treatment of crosscurricular didactics within the classroom. It further addresses important challenges that have been widely ignored, like how to evaluate crosscurricular work. Ultimately, this volume makes a highly novel contribution to the field of crosscurricular didactics, and will be of interest to researchers, scholars, academics in the fields of secondary education teaching and learning, educational science, and curriculum design. Those interested more broadly in the theory of education will also find the volume of use.
Through qualitative interviews and self-administrated online surveys, this study critically examines how 104 first-year student teachers experience The Scottish Storyline Approach, a cross-curricular ...approach to teaching and learning. Framed by Dewey's (2005) concept of experience, The Storyline Approach is discussed as a possible didactic tool for making teaching and learning meaningful. Although not all students experience Storyline as positive, this study finds that the majority of the students report Storyline as relevant for their future profession.
•The demands on teachers of the 21st century require alternative approaches to teaching and learning.•Storyline provides one alternative approach to teaching and learning for student teachers in their education.•71% student teachers described their experience with The Storyline Approach as good or excellent.•86% student teachers experience The Storyline Approach as relevant for their future profession.•Experiencing The Storyline Approach influences student teachers' attitude towards implementing Storyline in the future.
In many countries' policy documents and curricula, teachers in the subject areas of science, social science and language are encouraged to collaborate on cross-curricular issues such as sustainable ...development (SD). This study is conducted in secondary schools (compulsory years 7-9) in Sweden and investigates the similarities and differences in the responses of ten teacher groups (forty-three teachers in total) to questions about their teaching contributions in their own subject areas to education for sustainable development (ESD). The overall aim is to understand how teachers of these three subject areas can contribute to cross-curricular teaching in teacher teams in the context of ESD. This is done by analysing the group responses from data collected in group discussions concerning the teaching dimensions what (content), how (methods) and why (purposes) in relation to ESD. We first analyse the teacher group responses and arguments regarding their contribution to ESD teaching from each subject area separately. Thereafter, we comparatively analyse how the different subject areas' contributions overlap or complement each other in a potential collaborative ESD teaching. The results show that teachers from different subject areas stress different yet complimentary dimensions of teaching and perspectives of ESD. The implications for cross-curricular teaching in ESD are also discussed.
In this paper, we report on an investigation into sustainability education in schools in the Australian state of Tasmania following the implementation of the Australian Curriculum. Sustainability is ...one of three cross-curriculum priorities in the new national curriculum and is the focus of this research (sustainability cross-curriculum priority (CCP)). Principals and Curriculum Leaders (PCLs) from all schools in Tasmania were invited to complete a survey that asked them about their understanding of various aspects of sustainability and how the sustainability CCP was integrated across learning areas. Sixty-eight PCLs (24%) responded to the survey. They reported generally good understandings of sustainability and education for sustainability, but lesser understandings of the sustainability CCP and the nine organising ideas. Respondents' understandings of sustainability were dominated by an environmental focus. The PCLs' responses in relation to sustainability implementation across learning areas gave insights into ways that the sustainability CCP can serve as a pivot for cross-curricular teaching and learning, which is strongly advocated for achieving transformative sustainability education. We conclude this paper with a discussion of how the sustainability CCP is an important asset in the necessary reorientation of the Australian formal education system for a more sustainable future. We note the importance of professional support so that educators may better understand sustainability and its complexity as a cross-curricular priority and envision ways in which the sustainability CCP can be realised within education.
Picture books discussed with pupils in primary school are considered multimodal texts, as they combine at least two communication codes (verbal and visual). A discussion involving picture books will ...normally be included in Slovenian language lessons, with pupils focussing mostly on the text. The visual aspect, which equally carries a message, is often neglected. The objective of the present case study that was conducted among fifth-grade primary school pupils in the 2018/19 school year was to explore how a cross-curricular approach to planning and executing the lessons in the Slovenian language and visual art can help pupils learn about the characteristics of the picture book as a multimodal text. We conducted a set of didactic activities entitled Getting to know the picture book, introducing selected picture books to pupils as part of their Slovenian language classes, which resulted in them developing their receptive skills while observing and defining the structure of the texts. In visual art classes, the pupils learned about the visual features of the picture book. As a productive response to the picture book discussed, the pupils were instructed to complete the following tasks: design a cover for their own picture book, design endpapers, illustrate their own poem, and produce their own leporello. The survey involved 21 pupils, a generalist teacher, and a researcher in art didactics. The case study was completed in five weeks. The data were obtained by means of initial and final testing, questionnaires for pupils, and participant observation. (DIPF/Orig.)
Thematic work that integrates different knowledge areas is considered suitable for developing young children's knowledge and skills in early childhood education. This paper reports evidence from a ...survey of early childhood teachers' work with mathematics and art integrated in thematic work. In this study, we aim to explore how teachers perceive mathematics learning and teaching integrated with art. Data for analysis were collected from a questionnaire answered by 27 early childhood teachers from Finland and Sweden. Influenced by a sociocultural theoretical framework, the analysis concerns the teachers' expressed goals for learning and their strategies for achieving these goals. The analysis reveals qualitatively different approaches to the learning goals addressed by the teachers - process-oriented, product-oriented, development-oriented and providing awareness - which, respectively, seem to generate different meanings of mathematical learning integrated with art. This study offers an overview of teachers' approaches to teaching mathematics and art in thematic work, and of how different approaches may influence what mathematical meaning is offered to children to explore.
Resumo Transversalizar conteúdos em Ciências da Natureza requer um trabalho pedagógico atento de contextualização com a realidade vivencial dos educandos. Nesse sentido, por sequenciamento de ações ...didáticas no Ensino de Física, compôs-se uma estratégia psicopedagógica com o objetivo de desenvolver uma consciência crítica em um grupo de estudantes de Ensino Médio noturno, abordando uma questão socioambiental: o efeito estufa decorrente de atividades pecuaristas. Em uma abordagem qualitativa e com procedimentos de pesquisa participante, implementou-se um Plano de Ações Pedagógicas Transversais (PAPT) em uma escola pública do município de Blumenau, em Santa Catarina, a partir do qual foram aperfeiçoadas as representações socioambientais nos estudantes. Concluiu-se que o trabalho pedagógico de organização desse sequenciamento didático instigou discursos tecnocientíficos por transições de linguagem dos estudantes quanto ao consumo de animais e seus subprodutos, gerados por atividades agropecuárias, formando concepções críticas para uma cidadania ativa e participativa.
Abstract Crossing contents on Natural Science demands careful pedagogical work for contextualizing with the student’s experiential reality. In this regard, in order to organize a didactic sequence in Physics Teaching, a strategy has been deployed to develop the critical awareness of a group of High School student taking classes at night. A socio-environmental question was chosen: the greenhouse effect caused by livestock-farming. With a qualitative approach and participant research, a Cross Pedagogical Action Plan (CPAP) was applied in a public school in Blumenau, Santa Catarina, from which the socio-environmental representations of students were elaborated on. It was concluded that the pedagogical work of organizing the teaching sequence provoked techno-scientific discourses by students’ language transitions about the consumption of animal products, generated by livestock-farming, thus forming critical conceptions for an active and participatory citizenship.
Der Beitrag beschäftigt sich mit den Gemäldezyklus 18. Oktober 1977, den Gerhard Richter zwischen März und November 1988 malte, der aus fünfzehn Bildern besteht. Unter Beachtung ihrer eigenen ...Ästhetik wird die Malerei in den Mittelpunkt einer interdisziplinär angesiedelten Landeskunde gerückt. Im Rahmen eines fächerübergreifenden Unterrichts wird für eine gezielte Auseinandersetzung mit den Ereignissen des Deutschen Herbst im DaF-Unterricht plädiert. Der hier behandelte Oktober-Zyklus gehört zum Kanon der Gegenwartskunst; die Bilder besitzen auf Grund ihrer thematischen Aktualität (40 Jahre Deutscher Herbst, 1977-2017), maltechnischen und formativen Besonderheiten sowie kommunikativen Offenheit einerseits das Potenzial, anhand handlungsorientierter Aufgabenstellungen authentische sprachliche Äußerungen im Unterricht zu motivieren. Andererseits knüpfen sie aus lernökonomischer Sicht an vorhandene Wissensbestände der Lernenden und bieten ferner einen anspruchsvollen Zugang zum ästhetischen Lernen im kulturwissenschaftlich ausgerichteten Landeskundeunterricht. (Verlag).
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