Improving High-School Students’ Conceptual Understanding and Functionalization of Knowledge About Digestion Through the Application of the Interdisciplinary Teaching Approach

Putica, Katarina; Trivic, Dragica D.

doi:10.33225/jbse/17.16.123

Cited by 7 publications

(4 citation statements)

References 34 publications

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“…Interdisciplinary learning integrates two or more disciplines into coherent connections, enabling students to establish relevant connections and generate meaningful associations (You, 2017). The current research results suggested that the interdisciplinary teaching approach has a positive effect on students' academic achievement, motivation, attitudes toward the course, problem-solving, critical thinking, gaining new perspectives, and lifelong learning skills (Cecchini & Carriedo, 2020; Cordogon & Stanciak, 2000; Howlett et al, 2016; Jones, 2009; Kander, 2003; Putica & Trivić, 2017; Walshe, 2017; White & Carpenter, 2008; Yang, 2009).…”

Section: Introductionmentioning

confidence: 76%

An Eye for Physics

Acarlı

2023

The American Biology Teacher

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In this article, a guide is presented to help biology teachers so that they can process the subject of the eye and eye defects with an interdisciplinary approach. The guide, which was created by considering the stages of a lesson plan, includes content information, suggestions, and various directions that can help the teacher at every stage. The presented content is arranged to guide students from time to time to remind them of some concepts and subjects they learned in physics lessons while processing the structure of the eye and eye defects. In this way, it is aimed that the students can perceive the information they learned in physics and biology lessons holistically and see the relationships and connections more easily. Thus, it is thought that this situation will also benefit their meaningful learning and the permanence of knowledge.

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Section: Introductionmentioning

confidence: 76%

An Eye for Physics

Acarlı

2023

The American Biology Teacher

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“…However, most of these related to pre‐service teachers. Only one included study was relevant for the current overview (Putica & Trivic, 2017 as cited in Winarno et al., 2020). It reported quasi‐experimental research with 258 high school students, which aimed to determine whether conceptual understanding of digestion can be improved by an interdisciplinary teaching approach.…”

Section: Resultsmentioning

confidence: 99%

Differential effects of subject‐based and integrated curriculum approaches on students' learning outcomes: A review of reviews

Kreijkes,

Greatorex

2024

Review of Education

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There is no general agreement about the best way of organising the curriculum. Debates often pitch a subject‐based curriculum against an integrated curriculum although there is great variation among integrated approaches. Numerous claims have been made regarding the comparative merits of different approaches, but many scholars have noted the lack of a strong evidence base to support these. This article reports a review of reviews to examine how the learning outcomes of students following more subject‐based or more integrated curriculum approaches compare based on empirical research that uses control groups. The literature from 1990 to mid‐2022 was systematically searched. A final sample of nine reviews was included and critically appraised using the AMSTAR 2. The evaluation found that all reviews were of critically low quality. Within the reviews, relatively few primary studies concerned the primary school or secondary school level and had control groups. There was variation in outcomes reported between studies, but these tended to either find positive effects of integrated approaches or no differences between groups. Very few primary studies found detrimental effects of interventions involving integrated approaches. Various methodological issues as well as complexities of integration need to be considered when interpreting the findings. Overall, we conclude that based on the limitations of the current evidence, neither strictly subject‐based nor more integrated approaches can be regarded as superior for students' learning outcomes. Implications for theory, research and practice are discussed.Context and implicationsRationale for this studyThere is a need for understanding the current evidence for comparative effects of subject‐based and integrated curriculum approaches on students' learning experiences and outcomes.Why the new findings matterThe findings can inform the long‐lasting, international debates regarding the best ways of structuring the curriculum.Implications for practitioners, curriculum designers and researchersThis review of reviews demonstrates that it is crucial for all stakeholders to move away from the false dichotomy of ‘subjects’ versus ‘integration’ and to recognise the various ways in which subjects can be integrated. Based on the reviewed evidence, neither strictly subject‐based nor integrated approaches are superior for students' learning. A well‐implemented approach drawing on the best of both worlds is likely required in practice, but more research is needed to explore this. The findings can inform researchers about what studies are needed to move the debate forward, including studies that use adequate control groups and consider affective outcomes.

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“…Kontekstualno učenje pomaže u sagledavanju odnosa između nauke i svakodnevnog života. Primena kontekstualnog pristupa u nastavi prirodnih nauka doprinosi boljem konceptualnom razumevanju gradiva prirodnih nauka, kao i razvoju pozitivnijeg odnosa prema prirodnim naukama, naročito kod učenika sa posebnim potrebama (Putica & Trivić, 2017). Pored toga, predstavljanje gradiva u kontekstima koji su učenicima bliski i koje učenici poznaju predstavlja dobru osnovu za razvijanje unutrašnje motivacije učenika (Schwartz-Bloom et al, 2011).…”

Section: Rezultati Učenje U Neformalnim Obrazovnim Kontekstimaunclassified

The importance of cooperative learning for deaf and hard-of-hearing students in informal educational contexts

Kordić,

Karić

2023

Spec eduk i rehabilitacija

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Introduction. This paper aims to present the most adequate conditions and access for the learning and development of deaf and hard-of-hearing students. By applying the cooperative learning model in informal educational contexts, interactions between students are enhanced within spaces that allow these interactions to take place more freely and dynamically. In these conditions, student socialization becomes more successful, and contextual and experiential learning is also encouraged, which contributes to the acquisition of permanent and functional knowledge. Objective. The aim of the paper was to analyze the available literature from 2000 to 2022 to highlight the advantages of applying cooperative learning in informal educational contexts in the education of deaf and hard-of-hearing students. Method. The following search engines were used for the literature search: Ebscohost, ScienceDirect, KoBSON, and Google Scholar. Results. In informal educational contexts, the entire perceptive sensory experiences of deaf and hard-of-hearing students, despite the hearing impairment, gain importance, come to life, and are enriched in a system of knowledge and skills that will help them understand the world around them and find their way in it. Cooperative learning has produced positive results in the development of communication skills and academic achievement of deaf and hard-of-hearing students. Its application through informal educational contexts would lead to effective learning and successful socialization. Conclusion. In addition to the development of cognitive and social abilities, interactions created with the help of cooperative learning in informal contexts can contribute to the essential realization of the inclusion of deaf and hard-of-hearing students, both in education and society.

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Improving High-School Students’ Conceptual Understanding and Functionalization of Knowledge About Digestion Through the Application of the Interdisciplinary Teaching Approach

Cited by 7 publications

References 34 publications

An Eye for Physics

An Eye for Physics

Differential effects of subject‐based and integrated curriculum approaches on students' learning outcomes: A review of reviews

The importance of cooperative learning for deaf and hard-of-hearing students in informal educational contexts

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