What is Developing Integrated or Interdisciplinary or Multidisciplinary or Transdisciplinary Education in School?

Abstract

Interdisciplinarity is a vital topicality in contemporary education and science. In general education of Latvia, the concept ‘integrated learning’ is traditionally used. The question is, if interdisciplinary teaching/learning differs from conventional approaches, or it means something completely new in terms of study content organisation and a pupil’s self-regulated learning. In order to find it out, the article analyses the concept of interdisciplinary teaching/learning in comparison with the integrated learning and identifies their common and distinctive features.

Escaping the subject‐based class: A Finnish case study of developing transversal competencies in a transdisciplinary course

“…The transdisciplinary approach has proved out to be productive for the development of life skills (Helmane & Briška, 2017). In this study, many students felt that this kind of learning was beneficial since they acquired the competencies that they would need later in their lives.…”

“…Quigley . For an educator, it is essential to be aware of the many ways of arranging integrative learning, and to choose the best to meet their educational goals (Drake & Burns, 2004;Helmane & Briška, 2017).…”

“…All these approaches are being developed and tested in educational settings around the world. Helmane and Briška (2017) analysed the concepts of integrated learning and state that educators need to be aware of the type of integration to reach the educational goals effectively. They conclude that the transdisciplinary approach is apparently the most productive for the development of students' competencies and life skills.…”

Мултидисциплинарни Приступ Разредној Настави Математике

“…То је верзија шеме коју су понудили Дрејк и Брнс (Drake & Burns, 2004), а која је прилагођена нашем основношколском образовању. Сама слика 1, а и природа мултидисциплинарног приступа сугерише велики број могућности и комбинација за организовање наставе (Helmane & Briška, 2017).…”

“…Знање које се стиче је квалитетније, а сама тема се боље разумије, јер се сагледава кроз различите аспекте. Оно што се замјера овом приступу је да је стриктно структуиран и веома привржен теми која се обрађује (Helmane & Briška, 2017).…”