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- W4250060800 abstract "Educators understand the value of designing curriculum to meet the needs of diverse students (Wiggins & McTighe, 2005). Often an approach to creating and implementing learning experiences is initiated through school reform (Stegman, 2014). Theories, best practices and standards lead teachers to create effective curriculum (Keene & Zimmerman, 2007). In this chapter, the authors address the question, Why integrate curriculum? An integrated or interdisciplinary curriculum includes lessons based upon themes, problems, or projects that are student initiated. Through interdisciplinary learning, students make meaningful connections between the content knowledge, skills and practices in multiple disciplines with life experiences, gaining a deeper comprehension of what is studied. Meaning making is critical to the interdisciplinary process and involves knowledge transfer between disciplines (Post, Ellis, Humphreys, & Buggey, 1997). The intent of the authors of this text is to encourage teachers to redesign the K-12 curriculum to include interdisciplinary learning." @default.
- W4250060800 created "2022-05-12" @default.
- W4250060800 date "2017-12-06" @default.
- W4250060800 modified "2023-09-26" @default.
- W4250060800 title "Interdisciplinary K-12 Teaching and Learning" @default.
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- W4250060800 doi "https://doi.org/10.4018/978-1-5225-4065-6.ch001" @default.
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