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Interdisciplinary teaching is a method, or set of methods, used to teach across curricular disciplines or "the bringing together of separate disciplines around common themes, issues, or problems.” [1] Often interdisciplinary instruction is associated with or a component of several other instructional approaches.
From the disciplinary perspective, however, much interdisciplinary work may be seen as "soft", lacking in rigor, or ideologically motivated; these beliefs place barriers in the career paths of those who choose interdisciplinary work. For example, interdisciplinary grant applications are often refereed by peer reviewers drawn from established ...
For over a decade, Project Zero researchers at the Harvard Graduate School of Education have been studying interdisciplinary work across a range of settings. They have found interdisciplinary understanding to be crucial for modern-thinking students. [2] Developing a cognitive and social model of interdisciplinary learning is still a challenge. [3]
While students can double major at many schools, there is another way to incorporate multiple disciplines into one curriculum: the interdisciplinary studies degree.
Interdisciplinary themes related to multiple academic disciplines such as science, social studies, math, language/writing, and other courses or subjects can be reinforced in lessons throughout the school day. Themes relevant to students' interests encourage active participation. For example, students may express interest in current popular music.
Project-based learning emphasizes learning activities that are long-term, interdisciplinary, and student-centered. Unlike traditional, teacher-led classroom activities, students often must organize their own work and manage their own time in a project-based class.
Interprofessional education (also known as inter-professional education or “IPE”) refers to occasions when students from two or more professions in health and social care learn together during all or part of their professional training with the object of cultivating collaborative practice [1] for providing client- or patient-centered health ...
Giesecke (1981) [1] says about educational research ("pedagogy") that is an "aporetic science", i.e. an interdiscipline. Tengström (1993) [2] emphases that cross-disciplinary research is a process, not a state or structure.