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DC Field | Value | Language |
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dc.contributor.author | Vella, Yosanne | - |
dc.date.accessioned | 2022-01-14T09:35:53Z | - |
dc.date.available | 2022-01-14T09:35:53Z | - |
dc.date.issued | 2015 | - |
dc.identifier.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. | en_GB |
dc.identifier.issn | 14729474 | - |
dc.identifier.uri | https://www.um.edu.mt/library/oar/handle/123456789/86984 | - |
dc.description.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. | en_GB |
dc.language.iso | en | en_GB |
dc.publisher | Historical Association of Great Britain | en_GB |
dc.rights | info:eu-repo/semantics/openAccess | en_GB |
dc.subject | History -- Study and teaching | en_GB |
dc.subject | Education -- Curricula | en_GB |
dc.subject | Humanities -- Study and teaching | en_GB |
dc.subject | Teaching | en_GB |
dc.subject | Education | en_GB |
dc.title | How do students learn history? The problem with teaching history as part of an integrated or interdisciplinary cross curricular pedagogical approach | en_GB |
dc.type | article | en_GB |
dc.rights.holder | The copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder. | en_GB |
dc.description.reviewed | peer-reviewed | en_GB |
dc.publication.title | International Journal of Historical Learning Teaching and Research | en_GB |
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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