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This project on interdisciplinary teaching aims to investigate the current practice of interdisciplinary teaching in school development initiatives and to develop from its findings quality criteria and a manual for interdisciplinary teaching at upper secondary school.
According to the Swiss regulation for the final exams (MAR) interdisciplinary teaching is an indispensable part of upper secondary education. During the last 10 years, many schools have integrated various forms of interdisciplinary teaching such as theme-focused days, elective courses, and project weeks. Despite these efforts, the qualified application of “systemic thinking” is yet to be fulfilled. Still, interdisciplinarity remains conceptually vague; its didactics is largely limited to organisational forms such as “team teaching” and “projects”. The “inner structure” of subject integration, the goals, learning processes, and quality standards applicable to this form of teaching still remain undefined. Scientific studies largely focus on justifying interdisciplinarity and on the mere description of concrete cases. Conceptually, however, interdisciplinarity still operates on shaky grounds.
This project intends to investigate the practice of interdisciplinary teaching in school initiative projects, in order to give shape to a didactics of interdisciplinary teaching. This includes knowledge on the “added value” of this form of teaching and learning, the types of subject integration, the learning and teaching styles, quality criteria and integration into a disciplinary curriculum. The project aims to develop from its findings a manual including quality criteria combining theory and practical examples to be used by teachers and in teacher training.
Publikationen
Caviola, Hugo; Kyburz-Graber, Regula; Locher, Sibylle (2011). Wege zum guten fächerübergreifenden Unterricht: Ein Handbuch für Lehrpersonen. Bern: hep verlag.
Kyburz-Graber, Regula; Caviola, Hugo; Locher, Sibylle (2009). Guter fächerübergreifender Unterricht: Ein Forschungsprojekt am Gymnasium Liestal zeigt, wie die neuen Anforderungen des MAR erfüllt werden können. Gymnasium Helveticum, 63(4):10-15.
