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Title: | How do students learn history? The problem with teaching history as part of an integrated or interdisciplinary cross curricular pedagogical approach |
Authors: | Vella, Yosanne |
Keywords: | History -- Study and teaching Education -- Curricula Humanities -- Study and teaching Teaching Education |
Issue Date: | 2015 |
Publisher: | Historical Association of Great Britain |
Citation: | Vella, Y. (2015). How do students learn history? The problem with teaching history as part of an integrated or interdisciplinary cross curricular pedagogical approach. International Journal of Historical Learning Teaching and Research, 13(1), 60-68. |
Abstract: | Interdisciplinary/cross-curricular teaching involves a conscious effort to apply knowledge, principles, and/or values to more than one academic discipline simultaneously. The disciplines may be related through a central theme, issue, problem, process, topic, or experience (Jacobs, 1989). This approach is often seen as a panacea to various problems facing education today; from opening up more space and time on overcrowded school timetables to cutting down fragmentation and giving a more holistic, relevant and modern education. Unfortunately while undoubtedly having various positive aspects, like most cures, an interdisciplinary approach does not come without a number of negative side effects. This paper will attempt to show how, at times, effective history teaching does not sit comfortably with interdisciplinary approaches; indeed, in some instances they are incompatible. |
URI: | https://www.um.edu.mt/library/oar/handle/123456789/86984 |
ISSN: | 14729474 |
Appears in Collections: | Scholarly Works - FacEduLHE |
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How_do_students_learn_history_The_problem_with_teaching_history_as_part_of_an_integrated_or_interdisciplinary_cross_curricular_pedagogical_approach_2015.pdf | 246.81 kB | Adobe PDF | View/Open |
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