Abstract
Interdisciplinary teaching and learning (ITL) are prevailing trends among K-12 educational practitioners and policymakers. However the empirical scholarship on ITL in K-12 settings has never been systematically reviewed. In this paper, we review the empirical literature on K-12 ITL within the humanities, social sciences, and arts, asking how ITL is understood and implemented in peer-reviewed research articles. We examine how existing scholarship on ITL diverges in its definition of interdisciplinarity; processes for designing and implementing ITL; and scholarly objectives that the study of ITL is meant to accomplish.
| Original language | English |
|---|---|
| Title of host publication | ISLS Annual Meeting 2024 |
| Subtitle of host publication | Learning as a Cornerstone of Healing, Resilience, and Community - 18th International Conference of the Learning Sciences, ICLS 2024 - Proceedings |
| Editors | Robb Lindgren, Tutaleni Asino, Eleni A. Kyza, Chee-Kit Looi, D. Teo Keifert, Enrique Suarez |
| Publisher | International Society of the Learning Sciences (ISLS) |
| Pages | 2047-2048 |
| Number of pages | 2 |
| ISBN (Electronic) | 9798990698000 |
| State | Published - 2024 |
| Event | 18th International Conference of the Learning Sciences, ICLS 2024 - Buffalo, United States Duration: 10 Jun 2024 → 14 Jun 2024 |
Publication series
| Name | Computer-Supported Collaborative Learning Conference, CSCL |
|---|---|
| ISSN (Print) | 1573-4552 |
Conference
| Conference | 18th International Conference of the Learning Sciences, ICLS 2024 |
|---|---|
| Country/Territory | United States |
| City | Buffalo |
| Period | 10/06/24 → 14/06/24 |
Bibliographical note
Publisher Copyright:© ISLS.
ASJC Scopus subject areas
- Human-Computer Interaction
- Education