Transdisciplinary Integrated Curriculum: An Analysis of Teacher Experiences through a Design Model within the Framework of IB-PYP

Abstract

The purpose of the study is to examine the positive and negative experiences of teachers through a model in the process of designing a transdisciplinary integrated curriculum within the framework of IB-PYP. The design of the study included a holistic, multiple-case approach. The study was carried out with 50 teachers, among which 7 (14%) are male and 43 (86%) are female, in the IBEC teacher curriculum at a university in Turkey in the 2018-2019 spring and 2019-2020 fall academic terms. IBEC was given in Istanbul, Ankara, and Gaziantep cities in Turkey. The data were collected with researcher diary, focus group interviews and reflective writings, and analyzed through content analysis. In the study in which the transdisciplinary integrated curriculum was designed using a model, it was observed that the model brought systematic approach to teachers. The integrated curriculum design was realized through the cooperation of teachers from different branches, which proved to be efficient to cooperate with different disciplines. Emphasizing that they had difficulty in selecting practices for planning and evaluating the teaching process, the participant teachers also affirmed that specifically these stages developed them professionally. In designing the program, teachers also developed coping skills. It is understood that the brainstorming technique relieved teachers' challenges. It was found that teachers' experiences were of significance in effective design of the integrated programs. School-based program development, collaborative work, and the ability to meet the needs of different disciplines with a common mechanism were become evident over time.

Teachers’ Perspectives Implementing Inquiry-Based Learning in the International Baccalaureate Primary Years Program

“…The findings in this study confirmed the results of multiple studies by presenting data that describes primary international teachers' views about their implementation of inquiry-based learning as limited by various difficulties and challenges related to learning made visible, making learning meaningful, co-learning, the broadness of the IBPYP framework, and students with needs (ELL and Learning Disabilities). These findings support the findings of Walker et al (2016), who stated challenges exist related to inquiry-based instructional strategies and techniques, which Van Uum et al ( 2016) identified as related to choice, boundaries, and rigor, and Gurkan (2021) found teachers struggled to find inquiry subjects related to IBPYP main ideas and to write age-appropriate lines of inquiry and thinking for students when implementing inquiry-based learning within the IBPYP. These findings extend the literature of Lochmiller et al (2016), who reported that teachers viewed it as a serious implementation challenge to teach with an IBPYP philosophy and skillfully use inquiry-based learning while developing students into fluent English speakers.…”

“…Inquirybased learning within the IBPYP has been found to positively affect students and teachers (Mutammimah et al, 2019). However, Gurkan (2021) found that teachers implementing the transdisciplinary curriculum struggled to find inquiry subjects related to IBPYP main ideas and to write age-appropriate lines of inquiry and thinking for students when implementing inquirybased learning within the IBPYP. Lau et al (2018) found that schools that implemented the IBPYP did so school-wide, and teachers attended training to develop implementation skills.…”

Developing Transdisciplinary-based Material Design for Akidah Akhlak Learning

“…This finding is in line with Nicolescu (2010), Robinson (2008) and Sunaengsih (2015) and Putra (20119) that TDBL is proved to solve learning problems in classes by paying attention to the holistic aspects in class. This fact is also supported by Gürkan (2021) who argued that integrated curriculum emphasizes a student-centered instructional strategy. The learning process is guided by the students' interests, skills, and inquiries so that they are motivated to look at the bigger picture in this world.…”

Development and Implementation of Integrated Curriculum in Management Studies

“…Moreover, the recent findings of Gürkan ( 2020) study on the preparation, implementation and effects of integrated curricular also revealed the same issues stating that there is no common understanding of what an integrated curriculum is, even if there are a number of various definitions in the theory. Also, the author argued that solid empirical research of success of integrated approaches are needed (Gürkan, 2020). There are more additional questions many curriculum developers still raise, such as: 1) How to exactly define the integrated curriculum, interdisciplinary relations and their basis, should it be knowledge or skills?…”

“…Scientists extensively analyze advantages and disadvantages of the integrated curriculum on the institutional, national and international levels. However, current scientific findings reveal lack of empirical evidence to prove a success of integrated curricular (Drake el al., 2015;Wall, Leckie, 2017;Gürkan, 2020). Therefore, this paper looks deeply into the concept of the integrated curriculum and discusses the opportunities for its application in higher educational establishments by analyzing the case study of Kaunas University of Applied Sciences.…”