Interdisciplinarity vs. disciplinarity : developing knowledge for problem solving in middle years of schooling
Bahr, N, Bahr, M & Keogh, J 2005, 'Interdisciplinarity vs. disciplinarity : developing knowledge for problem solving in middle years of schooling', Australian Curriculum Studies Association Conference, Blurring the Boundaries : Sharpening the Focus, Sunshine Coast, Qld., 21-23 September.
Published version available from:
Interdisciplinary studies are fundamental to the signature practices for the middle years of schooling. Middle years researchers claim that interdisciplinarity in teaching appropriately meets the needs of early adolescents by tying concepts together, providing frameworks for the relevance of knowledge, and demonstrating the linking of disparate information for solution of novel problems. Cognitive research is not wholeheartedly supportive of this position. Learning theorists assert that application of knowledge in novel situations for the solution of problems is actually dependent on deep discipline based understandings. The present research contrasts the capabilities of early adolescent students from discipline based and interdisciplinary based curriculum schooling contexts to successfully solve multifaceted real world problems. This will inform the development of effective management of middle years of schooling curriculum.