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dc.contributor.authorVella, Yosanne-
dc.date.accessioned2022-01-14T09:35:53Z-
dc.date.available2022-01-14T09:35:53Z-
dc.date.issued2015-
dc.identifier.citationVella, 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.issn14729474-
dc.identifier.urihttps://www.um.edu.mt/library/oar/handle/123456789/86984-
dc.description.abstractInterdisciplinary/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.isoenen_GB
dc.publisherHistorical Association of Great Britainen_GB
dc.rightsinfo:eu-repo/semantics/openAccessen_GB
dc.subjectHistory -- Study and teachingen_GB
dc.subjectEducation -- Curriculaen_GB
dc.subjectHumanities -- Study and teachingen_GB
dc.subjectTeachingen_GB
dc.subjectEducationen_GB
dc.titleHow do students learn history? The problem with teaching history as part of an integrated or interdisciplinary cross curricular pedagogical approachen_GB
dc.typearticleen_GB
dc.rights.holderThe 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.reviewedpeer-revieweden_GB
dc.publication.titleInternational Journal of Historical Learning Teaching and Researchen_GB
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