TY  - JOUR
AB  - “Disciplinarity” and “interdisciplinarity” have become keywords for knowledge and education in the twenty-first century. This development requires that administrators, curriculum planners, and teachers at all levels of the educational system have a common understanding of both terms and their relationship. The primary case study is the school level in the United States. Yet, comparisons with other nations suggest a platform for longer-term international dialogue that bridges the discourses of interdisciplinarity across national contexts as well as school and university levels. A shared discourse and programs of teacher training require awareness of historical contexts of interdisciplinary education, major terminology for distinguishing design models, characteristic pedagogical approaches, and related learning skills.
DA  - 2006-12-17
DO  - 10.4119/jsse-344
LA  - eng
PY  - 2006-12-17
SN  - 1618-5293
T2  - JSSE - Journal of Social Science Education
TI  - A Platform for a Shared Discourse of Interdisciplinary Education
UR  - https://doi.org/10.4119/jsse-344
Y2  - 2024-11-22T17:57:35
ER  -