critical thinking foundations of interdisciplinary knowledge and inquiry

Total Degree Hours: 36 Plans of Study The Exploratory Curriculum (ECM) allows USF students to register for up to 36 credit hours before they must officially declare a major. During this time, they will focus on satisfying the State and USF General Education requirements, which are needed for any major at USF. These courses are a great way to learn about career fields and academic disciplines that students may not be familiar with yet.

The cornerstone of the Exploratory Curriculum (ECM) is the customized student success course entitled U-Decide, a first-year experience course with a significant major/career exploration component (offered as IDS 2378 - Critical Thinking: Foundations of Interdisciplinary Knowledge and Inquiry   ). The goal of the course and the Exploratory Curriculum experience is to equip students with the ability to make decisions regarding their future. The economic and career landscape is always changing, and this new generation of students needs to be able to adapt at a much higher rate than previous generations.

Disclaimer:  The Exploratory program is not a major from which you can graduate. During the program, a student will focus on satisfying the Enhanced General Education (Gen Ed.) requirements, which are needed for any major at USF. These courses are a great way to learn about career fields and academic disciplines that you may not be familiar with yet while staying on path for a timely graduation.

State Mandated Common Course Prerequisites - Exploratory Curriculum

Following Florida BOG Regulation 8.010, state mandated common course prerequisites are lower-division courses that are required for progression into the upper division of a particular baccalaureate degree program. Transfer students should complete the State Mandated Common Course Prerequisites at the lower level prior to entering the university. If these courses are not taken at a Florida College System institution, they must be completed before the degree is granted. Successful completion of the common prerequisites alone does not guarantee a student admission into the degree program. The following is language approved by those colleges with BAS degree programs: Admission to Bachelor of Applied Science (B.A.S.) degree programs usually requires an Associate in Science (A.S.) or Associate in Applied Science (A.A.S.) degree in a related area. If a student has earned an Associate in Arts (A.A.) degree, or an A.S. degree, an A.A.S. degree, or its equivalent in an unrelated area, the student may be admitted on a case-by-case basis with approval of the appropriate academic administrator. Some majors may have licensure or other types of requirements prior to admittance. Due to the variance in specialized B.A.S. degree programs and concentrations, students are strongly encouraged to consult with an academic advisor at the B.A.S degree-granting institution.

Unless stated otherwise, a grade of C- is the minimum acceptable grade in prerequisite courses.  There are no specified common prerequisites for this major.

Admission Information - Exploratory Curriculum

To be admitted to the Exploratory Curriculum (ECM), a student should be at or below 36 college credits at the time of orientation. If a student is in AP, IB, Dual Enrollment, AICE or any other college credit accruing program in high school, please reach out to the Exploratory advisor for further options. You can reach the ECM advisor at  [email protected] .

Exploratory Curriculum Pathways

• Arts and Humanities    
• Business    
• Global and Social Sciences    
• Health and Natural Sciences    
• Math and Technology    

Exploratory Curriculum Required Course : (3 credit hours)

The only program requirement for the Exploratory Curriculum (ECM) is the registration and completion of the mandatory U-Decide course during a student’s first Fall or Spring semester (offered as IDS 2378 - Critical Thinking: Foundations of Interdisciplinary Knowledge and Inquiry   ). This course is not offered during any Summer semesters.

• IDS 2378 - Critical Thinking: Foundations of Interdisciplinary Knowledge and Inquiry Credit(s): 3

Arts and Humanities Pathway: 11 courses; 33 credit hours

This Pathway is designed for students interested in learning more about Communication-based careers such as Advertising, PR, Journalism, and social media. Students interested in learning how to use an English major to achieve high paying jobs will benefit from this Pathway, as well as, those interested in a global career such as World Languages and Cultures, Art History, or Studio Art. Students wanting to learn more about the Accelerated Master program in Architecture can use this Pathway as a foundation. Finally, this Pathway is recommended for those awaiting entry into an Art major based on an audition in Music or Dance.

Students from this Pathway often go into any of the following majors:

Pathway Suggested Courses: 8 courses; 24 credit hours

• ARH 2050 - History of Visual Arts I Credit(s): 3
• ART 2201C - Concepts and Practices I Credit(s): 3

OR  DAN 2100 - Understanding the Dance Experience    Credit(s): 3

• ENC 1101 - Composition I Credit(s): 3
• HUM 1020 - Introduction to Humanities Credit(s): 3
• LIT 2000 - Introduction to Literature Credit(s): 3
• MAC 1105 - College Algebra Credit(s): 3 for Architecture
• MMC 3602 - Media and Society Credit(s): 3
• REL 2300 - Introduction to World Religions Credit(s): 3

Pathway Electives: 3 courses; 9 credit hours

• ARC 2211 - Introduction to Architecture Credit(s): 3
• MGF 1130 - Mathematical Thinking Credit(s): 3
• MGF 1131 - Mathematical Thinking in Context Credit(s): 3

Additional Information - Exploratory Curriculum

Accreditation information.

The University of South Florida (USF) is accredited by the Southern Association of Colleges and Schools’ Commission on Colleges. 

Research Opportunities - Exploratory Curriculum

Undergraduate students in any degree program are able to participate in undergraduate research. Several options exist to show mentored undergraduate research activity on a student’s official transcript. Those who wish to enroll in an undergraduate research course should consult with their academic advisor to understand how the credit will apply towards the degree requirements. If no credit is needed, students may be eligible to enroll in the 0-credit IDS 4914 - Advanced Undergraduate Research Experience    course. This course will not impact degree credits or GPA but will show on an official transcript and document the experience. The Office of High Impact Practices and Undergraduate Research (HIPUR) is able to assist with further inquiries.

Advising Information - Exploratory Curriculum

Contact Shane Combs at 813-974-2645 or  [email protected] . Exploratory Pathways website:  http://usf.edu/ECM

Plan of Study - Exploratory Curriculum: Arts and Humanities Pathway

• Exploratory Curriculum: Arts and Humanities Pathway - 1 Year Plan of Study    

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Interdisciplinary learning: a cognitive-epistemological foundation.

Preparing individuals to lead informed and fulfilling lives in dynamic knowledge societies requires that we nurture synthesizing minds. We must nurture individuals’ capacity to to knit together knowledge from vast and disparate sources into coherent wholes in order to address pressing issues of cultural and natural survival (Gardner 2006).  Synthesis is a fundamental human capacity. It manifests early in life, when children engage in symbolic play, create artistic compositions, or learn the rules of a new game. To a certain extent, we learn to synthesize rather effortlessly by participating in societies where analogies, rich visual representations, and simple systems are ubiquitous. Interdisciplinary synthesis, however, presents heightened cognitive demands and requires deliberate instruction. It implies the integration of knowledge and modes of thinking in two or more disciplines in search for better understanding. Understanding how individuals learn to integrate different forms of expertise to create a work of art, explain a multifaceted phenomenon, fashion a new technology or propose a sustainable environmental solution is essential if we are to cultivate this capacity among collegiate and pre-collegiate youth. What cognitive processes are central to interdisciplinary integration?  What kind of “knowing” is embodied in a historical monument, an explanation overfishing or a sustainable development policy?  On what basis can we discern the relative success of such form of integrative cognition? Ultimately, how can we design instruction to nurture potent forms of interdisciplinary integration?

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As part of Summer ACE, you will enroll in two linked classes (six credits) of General Education course requirements. Summer ACE classes take place in person on the Tampa campus.

The ACE team will enroll deposited ACE students in one of our academic tracks found below. More information about our classes and faculty will be provided via our  next steps process through Canvas .

Please note: The Summer ACE staff considers the student's intended major and previous course work earned by the student prior to course placement. These credits earned with the ACE program will fulfill the six out of nine summer credit hour requirements that are mandatory for all students. 

SUMMER ACE COURSE MODALITY

ACE academic courses will be conducted face to face (in-person) with classes meeting on campus at specific days and times. 

Please monitor USF’s latest updates pertaining to the Coronavirus (COVID-19) trends through accessing official university website here,  Coronavirus Updates . 

SUMMER ACE COURSEs

General education interest tracks .

• ANT 2410: Cultural Anthropology  OR 
• HUM 1020: Introduction to Humanities
• EDF 2085: Education, Diversity, and Global Society OR 
• EDG2930: Special Topics - Education and Society
• LDR 2010: Leadership Fundamentals 
• IDS 2231: Introduction to Global Sustainability 
• EVR 2861: Introduction to Environmental Policy
• POS 2041: American National Government

Mandatory for all ACE students

Through applied critical thinking, students in this course will examine social problems through the lens of these major disciplinary domains, preparing them to engage in collaborative, interdisciplinary problem solving.  This course allows students to explore their current major and to collaborate with others as they identify new and creative ways to solve problems of today. Embedded within this curriculum are multiple avenues to engage with USF faculty and to access a myriad of resources as you begin your college career.

SUMMER ACE COURSEs - what makes them special?

Summer ACE is proud to offer six credits (two 3-credit classes) worth of credit to students enrolling in the summer. These smaller classes consist of 20-25 students and will fill general education requirements while allowing students to create connections with their peers and instructor. 

Summer ACE is proud to offer students opportunities to explore and serve the Tampa Bay community through their classes as part of the "community engaged learning" initiative. Students will travel with their courses during the summer to sites surrounding the University of South Florida to learn more about their community outside the university and give back to their neighbors. The experiences vary widely by class; however, all share the three key components: educational enhancement, civic engagement, and excitement. Check out the experiences from prior years!

You will be enrolled with the same group of students in both Summer ACE classes. This helps you build stronger connections and easily study together. 

Ready to get started on your ACE journey? Check out your next steps !

CURRICULUM, INSTRUCTION, AND PEDAGOGY article

A case study of interdisciplinary thematic learning curriculum to cultivate “4c skills”.

• 1 Xiamen Xingnan Middle School, Fujian, China
• 2 School of Fine Arts, East China Normal University, Shanghai, China
• 3 School of Communication and Electronic Engineering, East China Normal University, Shanghai, China

Critical thinking, communication, collaboration, and creativity are four fundamental skills for students in the 21st century, indicating the way for nurturing talents required for future social development. Interdisciplinary thematic learning has become an important educational carrier for “4C Skills” training, with its connotation coinciding with the training requirements of “4C Skills.” Few academics, however, have looked into interdisciplinary thematic learning activities based on real-world problems. In this study, using a middle school in Xiamen, Fujian Province as an example, 32 s-year students in middle school were given several problem-solving tasks relevant to “visual disaster weather.” Based on test coding and questionnaire evaluation, class notes, course videos, student solutions, and interview texts, we examined the development of students’ 4C skills through real-world problem-based interdisciplinary thematic learning activities. This study discovered that an interdisciplinary thematic learning environment centered on real-world challenges fosters students’ creative thinking in open practice while also encouraging group communication and collaboration. Students also gain critical thinking skills through questioning and critique.

1. Introduction

With the continual advancement of information technology, the rapid entrance of Industry 4.0, and globalization, the globe is developing a close community of interests, and humanity is confronted with new difficulties. Real-world problems are frequently multidisciplinary and arise in complicated systems ( Dym et al., 2005 ). These issues are frequently intertwined with systems and necessitate complicated problem-solving talents, ingenuity, and the participation of various parties ( Levy, 1992 ; Richardson et al., 2001 ). The focus of education has switched from gaining superficial knowledge to developing a wide range of essential competencies. As a result, many academics are concerned about how to properly cultivate students’ key competencies for the future age.

The project “The Definition and Selection of Competences: Theoretical and Conceptual Foundations (DeSeCo)” of Organization for Economic Cooperation and Development (n.d.) was launched in late 1997.The OECD defines core competency as “the ability to mobilize psychological and social resources in a specific setting, including skills and attitude to deal with complicated problems.” The three-level frame structure “core accomplishment - ability index - behavior description” as shown in Table 1 .

Table 1 . The three-level frame structure “core accomplishment–ability index–behavior description”.

These categories, each with a specific focus, are interrelated, and collectively form a basis for identifying and mapping key competencies. The need for individuals to think and act reflectively is central to this framework of competencies. Reflectiveness involves not just the ability to apply routinely a formula or method for confronting a situation, but also the ability to deal with change, learn from experience and think and act with a critical stance.

The EU updated the core literacy framework in 2018, and it now includes eight components: “literary literacy,” “multilingual literacy,” “mathematical literacy,” “science and technology literacy,” “engineering literacy,” “digital literacy,” “personal, social and learning literacy,” “citizenship literacy,” “innovation and entrepreneurship literacy,” and “cultural awareness and expression.” The EU’s basic literacy framework is more detailed than the OECD’s. Directions for knowledge, skill, and attitude are clearer, and both disciplines and cross-disciplines are considered. It may have explicit discipline attribution or pervade the learning of several fields ( European Council, 2018 ).

As shown in Figure 1 , Partnership for 21st Century Skills Learning (P21) proposed the “4C Skills” (critical thinking, communication, cooperation, and creativity) in 2007 ( Partnership for 21st Century Skills, 2007 ). While distinguishing between interdisciplinary themes and core topic learning, the “4C Skills” will also organically interconnect and mutually support subject material knowledge and core skills. The 4C abilities can help students not only achieve in all areas of formal education, but also adapt to an ever-changing world ( Partnership for 21st Century Learning, 2015 ).

Figure 1 . p21 Core literacy framework.

Various countries have begun to debate ways to help students understand the “island of disciplines” “fractured disciplinary knowledge through interdisciplinary learning and curriculum integration. Interdisciplinary learning can break through academic borders to enhance students’ fundamental competencies by merging course design content with cross-border teaching and implementation ( Xinning and Xinyang, 2013 ). It can also combine students’ learning in order to connect their knowledge structure, forming structured knowledge, and thinking in order to fully comprehend the objective world and solve practical difficulties ( Meng, 2022 ). Despite the fact that interdisciplinary learning has received a lot of attention and is regarded as an efficient technique to develop fundamental competences, it still has a lot of obstacles. The major difficulty is determining how to improve the systematic and structured nature of the interdisciplinary learning curriculum. Furthermore, given the dominance of traditional curriculum in the educational system, there are numerous questions concerning how to evaluate the success of integrated teaching and students’ interdisciplinary abilities ( Shen et al., 2014 ; Griese et al., 2015 ; Herro et al., 2017 ; You et al., 2018 ). Researchers discovered numerous barriers to the implementation of interdisciplinary learning in schools in terms of pedagogy, curriculum, and structure. It is indicated that there is an urgent need to provide pedagogical aid and curriculum resources to enable teachers to utilize Interdisciplinary Learning.

Therefore, this study was driven by the following research questions:

1. Do students promote the development of the 4C skills in interdisciplinary topic learning?

2. How do these competencies develop across the interdisciplinary thematic learning?

We thoroughly interpreted the connotation of interdisciplinary learning and 4C skills, designed interdisciplinary thematic learning activities, and introduced interdisciplinary thinking to break the boundary and realize deep multidisciplinary integration using interdisciplinary themed activities as the core content. Through interdisciplinary thematic learning activities, this study attempted to enable participants to improve 4C abilities and integrate thinking. This paper identifies the role of activities in interdisciplinary thematic learning courses and investigates the elements of activities based on the learning situation and participant performance, as well as activity theory, in order to gain a better understanding of the construction and evaluation mechanism of an interdisciplinary thematic learning curriculum system. We strive to provide novel concepts and approaches for curriculum design, development, and assessment of interdisciplinary subject learning, which has major theoretical and practical consequences for talent development in the current era.

2. Literature review

2.1. based on real-world problems.

The challenges we face in the real world are complex, and solving them requires the integration of many disciplines, concepts, and talents ( Weng et al., 2022 ). The interdisciplinary nature of real-world problem-based learning, as opposed to the disciplinary framework of formal education, underpins arguments for curriculum integration ( Jacobs, 1989 ; Beane, 1995 ; Czerniak et al., 1999 ). As a result, learning through real-world challenges is a good way for students to overcome complex problems ( Ferreira and Trudel, 2012 ). More emphasis is placed on learners’ ability to apply knowledge to make decisions and solve issues, as well as the capacity to evaluate when and how to obtain more information, than on memorizing material or procedures ( Pellegrino and Hilton, 2012 ). Furthermore, learning exercises focused on real-world challenges boost students’ motivation and inspire them to experiment over time. Students may only strengthen their creative and critical thinking abilities by being exposed to unsolvable open-ended problems and real-world disciplinary experience ( Helle et al., 2006 ).

It has been discovered that learning exercises based on real-world challenges motivate students and improve their ability to learn tough subject as well as problem-solving skills and confidence ( Kokotsaki et al., 2016 ). Relevant research has shown that learning approaches based on real-world challenges can boost students’ creative and critical thinking skills ( Chan, 2013 ). The problem-based learning technique was used for one semester with higher education visual arts students to see how it improved their creative and critical thinking dispositions. Finally, studies show that problem-based learning has a significant impact on creative thinking ( Ulger, 2018 ). Another study will look into the attitudes, inventiveness, and critical thinking of students who have been exposed to problem-based learning, as well as their relevance to nursing education and clinical practice ( Pardamean, 2012 ). Based on the literature review, we found that learning activities based on real-world problems can improve students’ 4C skills. However, previous studies mainly focus on a single discipline without investigating interdisciplinary learning activities. In the present study, whether interdisciplinary learning activities based on real-world problems can promote the development of students’ 4C skills was explored.

2.2. Activity theory

The study of how humans learn is known as learning theory. We can only improve teaching if we understand the learning process better. In the course of developing learning theory, the core premise of “learning is a stimulus–response” is gradually abandoned, and more and more emphasis is devoted to learner self-construction and interaction with the learning environment and learning community. The activity hypothesis goes into greater detail about the process and organization of this relationship Igira and Gregory (2009) . Teaching practice has changed in tandem with learning theory, from classic lecturing-based teaching to student-centered teaching to the present emphasis on designing teaching and learning activities to improve students’ 4C skills Yushun et al. (2022) . As a result, activity theory offers a valuable perspective for studying teaching activities and assessing classroom performance ( Engeström, 1987 ).

According to Nardi (1996) , AT is an effective method for studying professional behavior because it adheres to an object-focused mentality in the sense of a goal, a motive, or a result, allowing coherence and concentration to guide decisions and actions. Furthermore, AT maintains close linkages with practice to ensure that relevant research has an impact. According to activity theory, the smooth execution of activities necessitates the division of labor between the subject and the society, as well as the laws of its operation ( Tessier and Zahedi, 2022 ). The organizational forms of teaching and learning activities, including competition, cooperation, practice, and other forms, fully reflect the norms of activities and the division of labor between subjects in the field of teaching and learning ( Sannino and Ellis, 2014 ). To summarize, Figure 2 depicts the relevant relationship between the elements of interdisciplinary thematic learning activities in this study and the elements of Activity theory.

Figure 2 . Six elements of interdisciplinary thematic learning activities.

Interdisciplinary topic learning necessitates a large number of learning activities or tasks. As a result, the comprehensive study of interdisciplinary subject learning based on activity theory provides a novel theoretical research and practical approach for assessing interdisciplinary topic learning.

2.3. Interdisciplinary thematic learning

Different phrases (for example, integrated practice and interdisciplinary) are used in education to describe the connection and integration of multiple disciplines ( Roehrig et al., 2021 ). Professor Woodworth of Columbia University coined the word “interdisciplinary” in 1926. It refers to practical activities involving two or more disciplines that extend beyond the boundaries of a given discipline in order to allow learners to unite their knowledge and skills. Interdisciplinary learning combines two or more disciplines, ignoring the nature of each discipline and focusing instead on the links between them.

Interdisciplinary thematic learning, unlike interdisciplinary learning, can be broadly infused into all courses as a curriculum concept and teaching/learning method or as a special curriculum form an independent interdisciplinary curriculum that transcends the logical system of the discipline itself ( Zhanghua, 2017 ). Interdisciplinary thematic learning focuses on obtaining knowledge and skills in interdisciplinary thematic content by emphasizing the correlation between subjects across disciplines. Interdisciplinary thematic learning frequently connects social, political, economic, international, and environmental issues through a topic or real-world situation Wang et al. (2020) . Interdisciplinary thematic learning is a process of constructing comprehensive learning activities, focused on a specific research topic and discipline curriculum content, and combining relevant knowledge and methodologies from other courses, based on students’ learning basis ( Gao et al., 2020 ). During the theme inquiry, this approach allows students to think across borders, exposes them to interdisciplinary knowledge integration and building, and strengthens their problem-solving abilities. Interdisciplinary thematic learning highlights important topics, questions, or issues that need to be solved in the real world and extends every subject for structured and meaningful learning, allowing students to spend enough time exploring, thinking deeply, and constructing knowledge content systems Nakakoji and Wilson (2020) . Students combine knowledge and abilities from numerous disciplines during the learning process, delve deeply into topics, and participate in varied activities, promoting core competencies ( Gardner et al., 2003 ). Although problem-based interdisciplinary learning seems promising in promoting student cognitive development, research and educational practices that apply problem-based interdisciplinary teaching are insufficient, particularly qualitative research on the development of students’ 4C skills ( Papadakis et al., 2022 ).

2.4. 4C skills

Although many experts disagree on the precise definition of skills in the 21st-century ( Voogt and Roblin, 2012 ; Van Laar et al., 2017 ), 4C skills have been identified as critical competences ( Silber-Varod et al., 2019 ). All four talents are related to cognitive capacities of learners, although with distinct emphasizes. Critical thinking, for example, is a cognitive strategy critical to improving students’ decision-making, critical judgment, and self-reflection abilities ( Pintrich et al., 1991 ); it is a thinking ability that extends beyond the boundaries of disciplines and requires learners to think in new ways and connect different disciplines ( Hu et al., 2020 ). Creativity is a process in which students produce their own ideas or answers ( Yang and Cheng, 2010 ); it is a highly comprehensive and encompassing core skill that intensively embraces talent. Good communication assists students to deal with challenges more effectively ( Ghefaili, 2003 ), allowing them to overcome academic boundaries and fully comprehend the knowledge. Collaboration allows students to fully utilize collective wisdom while also combining individual abilities, expertise, and wisdom to attain common goals ( Lin et al., 2020 ).

Relevant studies have shown that interdisciplinary thematic learning activities can boost the development of students’ 4C skills. For example, in one study, researchers prepared a two-day workshop for 15 middle school students who were new to programming ( Charlton and Avramides, 2016 ). The Internet of Things has been utilized to support smart city initiatives in which students must address physical computing difficulties while building electrical artifacts. Researchers discovered that by participating in these learning activities, students practiced all 4C skills ( English et al., 2017 ). Students created earthquake-resistant structures out of common materials. They planned and erected a two-story structure to survive a simulated “earthquake” in small groups. The researchers examined how students participated in the design process and utilized interdisciplinary knowledge using open coding. Students’ evaluation indicated that the assignment increased their 4C skills, such as communication and cooperative ability. A two-year interdisciplinary course was described in another study. Students spent the first year mostly on coding courses, while the second year was devoted to renewable energy. Researchers evaluated students’ creativity by collecting written materials such notes as data. According to statistical research, the multidisciplinary program boosted students’ cognition, problem-solving skills, and creativity ( Chen and Lin, 2019 ).

Interdisciplinary thematic learning, according to the literature, serves a unique function in developing students’ intelligence, communication, and collaboration, as well as cultivating creativity. Students can integrate knowledge of society, ecology, and other disciplines through interdisciplinary thematic learning to develop their inventive consciousness, creative desire, problem-solving ability, art literacy, and moral cultivation, promoting their innovative thinking ( Miller and Krajcik, 2019 ). Furthermore, the ability to transcend the knowledge boundaries of a certain subject has been tested through qualitative analysis in the preceding literature. Despite the use of various data for qualitative analysis, the current study failed to conduct continuous tracking and data statistics to demonstrate participants’ development in interdisciplinary thematic learning ability and to analyze statistical data on participants before and after the learning process. As a result, it is impossible to say if the learners’ improved interdisciplinary thematic ability is due to the learning program.

Based on prior research, this study used MLA (Microgenetic Learning Analysis) ( Ackermann and Edith, 2013 ), and AT (Activity theory) to trace the trajectory of participants’ cognitive changes during learning activities ( Siegler, 2007 ), with an emphasis on the cognitive sequence that participants use to grasp a concept. To further explore the broad association between interdisciplinary thematic learning and 4C skills, qualitative research was undertaken by collecting and evaluating data such as notes, study sheets, and interview transcripts throughout participants’ learning ( Wenzheng and Qiuxuan, 2021 ). Furthermore, participants and researchers employed assessment measures to analyze learners’ learning before and after the course, as well as their overall learning aptitude. The MLA enables researchers to analyze not only what students know (what they know), but also the processes/patterns that occur when changes occur (how they get there), allowing them to go beyond the pre-test/post-test approach to learning.

In short, preliminary research indicates that little qualitative research or evaluation of problem-based interdisciplinary learning and the learning process in interdisciplinary thematic learning activities exists. More research is required to determine how interdisciplinary thematic learning enhances students’ competency and 4C skills Zhao and Wang (2022) . As a result, a case study using qualitative data sources was used to answer research questions about the development of students’ 4C skills, such as “How do 4C skills assist students?” and “How are 4C skills developed in students’ interdisciplinary thematic learning?”

3. Methodology

3.1. research design and context.

A case study was conducted to assess whether interdisciplinary thematic learning activities improve students’ 4C skills development. The study enlisted the help of 32 students from various classes at the same high school. The study was conducted at a middle school in Xiamen, Fujian Province, China. We chose a group of students who were all at the same learning level and did not receive any after-class tutoring. A total of 32 students from each Grade 2 class were selected to participate in this interdisciplinary thematic learning assignment. There were 20 boys and 12 girls, with the majority of them being 13 years old. Before the study, we acquired vital background information from the participants, as shown in Table 2 below. Furthermore, prior to participating in research activities, selected students were asked to monitor their own learning or cooperation and were introduced to the essential concepts of interdisciplinary thematic learning and activity theory.

Table 2 . Participant demographics.

This case study is part of an interdisciplinary thematic learning course called “Visible Disaster Weather, “in which students are encouraged to build problem-solving and 4C skills while participating in a series of activities based on real-world challenges.

For 5 weeks, a one-hour class was held during after-school service hours on Fridays. The interdisciplinary thematic courses cover topics such as geography, biology, information technology, art, and so on. We investigated the impact of disasters on environmental sustainability and the fundamental causes of environmental problems using real-world challenges to raise learners’ awareness of social responsibility, build the notion of harmony between humans and nature, and promote learners’ 4C skills. Specifically, during the first class, participants used virtual technology to experience several types of catastrophe weather and thought critically about the negative impact of disaster weather on society. The following three classes focus on problem-solving and how to visually evaluate data, as well as how to translate disaster weather data into 3D models using visual art to communicate the ramifications of climate change and appeal to the public to protect the environment. Students were tasked to present their projects in the previous lesson. The content structure of interdisciplinary thematic learning is shown in Table 3 .

Table 3 . Participant demographics.

Each lesson consists of whole-class teaching by the teacher and group problem-solving by the students. Subject teachers lead students through assigned questions and assignments and teach fundamental knowledge ideas. Students are given adequate time during group discussions to use the concepts and approaches they have learnt to solve challenges. Furthermore, kids are encouraged to actively collaborate with others in order to improve their communication abilities. The output outcomes of each discipline and the developed 4C skills are shown in Figure 3 .

Figure 3 . A framework for designing interdisciplinary thematic learning activities oriented to 4C skills.

As illustrated in Figure 4 , this interdisciplinary thematic learning activity is based on real-world challenges. Taking real-world problems as the focus of an interdisciplinary study can make isolated facts or abilities meaningful and is a vital link in establishing an individual cognitive structure in a system; it can assist participants form a complex cognitive structure linked with tangible and abstract. Deep and transportable subject core notions and core competence can be abstracted on this basis. Then, questions are handled fully to establish new knowledge linkages, form new cognition and understanding, and deepen thinking. Interdisciplinary thematic learning, in a nutshell, is a dynamic notion that entails not only the appropriate integration of various knowledge elements in individual cognitive structures, but also a constant process of reflective actions to value addition and efficient usage. Real-world problems/topics serve as conceptual anchors that connect information from many disciplines. The initially separate and somewhat fragmented interdisciplinary knowledge is interconnected by merging the information and methods of two or more disciplines through themes. Themes seek common elements in interdisciplinary knowledge and integrate knowledge elements into an organic whole through connection, articulation, and reorganization, which can break down disciplinary boundaries and make teaching more focused and coherent to form a more comprehensive understanding of the subject knowledge picture.

Figure 4 . Cognitive development of interdisciplinary thematic learning.

As seen in Figure 4 , the evolution follows the “truth-specific concept-subject core concepts-interdisciplinary concept” path, from surface thinking to concrete item cognition, to achieve integration of knowledge, contacts, and creation. Interdisciplinary thematic learning seeks to condense important abilities and higher-order thinking of interdisciplinary information in order to achieve core literacy.

As a “bridge, “interdisciplinary thematic learning based on the reality of issues/topics mediates and is bidirectional. First, the theme transforms students’ individual practical experience into the cognitive structure of the learning community, and then the learning community’s internal cognition is transformed outward into problem-solving capabilities with strong mobility and 4C skills. Second, knowledge from several disciplines can be linked through the theme, which serves as a “bridge” to assist students in crossing subject borders and integrating subject knowledge. Furthermore, participants in interdisciplinary topic learning have three abilities: vertical thinking, horizontal thinking, and systematic thinking. Vertical thinking entails participants being able to clarify the depth and growth of subject notions. Lateral thinking shows the cognitive functioning of interdisciplinary themed learning participants. The ability to integrate the depth of subject knowledge and the breadth of interdisciplinary knowledge in interdisciplinary thematic learning activities to form a new knowledge framework in a network manner that can be used to generate innovative solutions to teaching problems is referred to as system thinking. It can be seen that interdisciplinary thematic learning, as the “connecting hub” of interdisciplinary learning, assists participants in vertically determining the development context of the discipline’s internal knowledge system and horizontally connecting interdisciplinary concepts to form a knowledge network. Furthermore, interdisciplinary thematic learning significantly alters the typical topic and knowledge structure thinking mode. It places the cultivation of core competency first, which is followed by the course reformation “from knowledge to accomplishment.”

This case design adheres to the curriculum design structure outlined above ( Figure 5 ). Thematic courses emphasize the development of critical thinking skills through the use of interdisciplinary knowledge as the primary material. Thematic courses are aimed to give students more access to interdisciplinary information in theme-related domains by picking real-world challenges based on deep integration of interdisciplinary knowledge. Along with gaining interdisciplinary knowledge, the critical thinking approach of “identifying issues, creatively hypothesizing, verifying by practice, and looking for answers” is emphasized, helping students to internalize and individualize the stuff they have acquired ( Zhao Huiqin and Zhaoxue, 2019 ). Furthermore, transboundary collaborative learning activities based on a problem shared by different individuals, groups, or project collaboration in the form of groups can create a diverse learning community, promote knowledge transfer among individuals and groups, and foster the formation of collective wisdom across groups. Students can improve their capacity to acquire information, communicate, collaborate, and solve problems by employing comprehensive knowledge in this manner. Finally, to break through traditional classrooms, flexible and diverse open spaces are built through space crossover, including museums, art galleries, and other social educational resources, as well as virtual environments across time and space built using virtual reality and augmented reality technology. Moreover, the 3D depiction of plane knowledge material through visual arts and other forms might encourage participants’ systematic thinking and deepen their cognition.

Figure 5 . A framework for designing interdisciplinary thematic learning activities oriented to 4C skills.

3.2. Data collection, selection, and analysis

We gathered relevant data from a variety of sources to investigate the process of participants’ learning experiences while learning and show the development process as well as the current condition of their 4C skills. To begin, pre-and post-tests were administered, and 5-point Likert scales (evaluation metrics) were handed to 32 students for statistical analysis in order to determine the amount of growth of students’ 4C skills. Students were asked to fill in the scales to assess their fundamental understanding of their 4C skills. Their self-reports were statistically and analytically examined. Lower ratings indicate a less positive attitude toward the development of 4C skills through interdisciplinary thematic learning, whereas higher levels indicate a more positive attitude. In addition, participants’ real learning activities and problem-solving procedures were videotaped. Text answers from students throughout interdisciplinary topic learning activities were collected, as were notes of interaction between students and their peers. After-class interviews were held. Finally, the ground theory was used to the coding analysis of text data from participants in order to determine the growth of their 4C skills.

3.2.1. Pre-and post-test data collection and analysis

To determine if the level of participants’ 4C skills improved as a result of interdisciplinary thematic learning, a survey and data analysis on their 4C skills before and after interdisciplinary thematic learning were undertaken. The development standard of 4C talents is separated into five tiers, as illustrated in Table 4 . Level A denotes the highest level of ability, Level B represents good ability, and Level C denotes average competence. Level D behavior characteristics are those that have not yet been acquired and must be strengthened. Level E represents behavioral features that have not been acquired and will require significant effort to strengthen.

Table 5 demonstrates that p  = 0.00 < 0.05 in the t-test of interdisciplinary topic learning. There are considerable variations between students in critical thinking, communication, collaboration, and creativity pre-and post-tests. Moreover, the average values of the four dimensions improve following the test, indicating that students mastered specific 4C skills during the course. Furthermore, the disparities in communication and cooperation are enormous, indicating that interdisciplinary topic learning based on real-world situations can considerably improve participants’ communication and collaboration skills.

Table 4 . Example of evaluation metrics for 4C skills through interdisciplinary thematic learning.

Table 5 . Pre-and post-test questionnaire data analysis.

3.2.2. Text data collection

Text data from semi-structured interviews and study notes were collected for analysis to investigate the cognitive development structure of participants during interdisciplinary thematic learning, thus clarifying the cognitive development process and the acquisition of 4C skills of participants in interdisciplinary thematic learning activities. In this study, grounded theory-based qualitative analysis was used for additional coding. The preliminary data were classified. The interview questionnaire is made up of 16 open-ended questions about students’ classroom participation, knowledge construction, and perceptions of 4C competencies. Here are some examples of questions: How do you come up with project ideas? How do you deal with problems? Will you seek assistance from other participants? Table 6 shows main contents of the interview questionnaire. This questionnaire’s overall reliability coefficient is 0.83, which is greater than 0.8, indicating that it is reliable. Furthermore, the Kaiser–Meyer–Olkin (KMO) score is 0.874, which is greater than 0.7, indicating that the questionnaire has good validity and may be utilized as a study measuring tool.

Researchers evaluated and summarized text data verbatim after data collection, providing a basic conceptual perspective of the entire content of interdisciplinary topic learning. Following repeated reading, modification, and comparison, early conceptual categories were constructed, establishing the groundwork for the construction of later generic relations ( Yongqi, 2022 ). Specifically, the original text data was preliminarily sorted out at this point. The sorted text was then entered into NVivo software for particular coding analysis, yielding four first-level nodes and eight second-level nodes. The collected texts were openly coded. Coded reference points with comparable expressions were aggregated and summarized into secondary nodes during coding. As illustrated in Table 7 , “problem-solving” and “self-reflection” were merged into the nodes of “behavioral performance skills, “resulting in eight secondary nodes.

During data coding, the crowd comparison method was applied. Various personnel collected and coded the data, which was subsequently assembled and compared. To eliminate the influence of subjectivity, any contradiction would be discussed and then corrected by the researchers. The saturation test of the coding findings was also performed utilizing the reserved data following data coding to ensure the correctness and tightness of the coding results.

Communication and collaboration were encoded the most frequently among the 4C skills development dimensions produced via coding, reaching 38 times. Furthermore, the original phrase examples in Table 7 provide additional insight into participants’ cognitive development and 4C skills development in interdisciplinary topic learning activities ( Papadakis, 2021 ).

Furthermore, based on activity theory, this study divides learning activity units into four categories: activity objectives, learning forms, supporting instruments, and learning feedback. Students’ behavior activities are classified and evaluated by repeatedly viewing recorded classroom footage of students in order to determine how students’ 4C skills develop. Table 8 shows the precise coding condition.

The proportion of learning objectives at the communication level in this interdisciplinary themed learning activity is 47.88% based on the coding scenario of classroom recordings. Cooperative learning objectives were ranked second at 19.98%, followed by critical and creative goals at 15.63 and 13.17%, respectively. Students clearly communicate often during this interdisciplinary theme learning assignment. Furthermore, in terms of learning forms, student–student interaction accounts for approximately 50.23%, followed by teacher-student interaction, which accounts for approximately 38.34%, and students with individual students and teachers as the main body, which accounts for 6.3 and 5.13%, respectively. This implies that students are studied further as the main body in this interdisciplinary themed learning activity, and interpersonal linkages are strengthened. In terms of learning reflection and summary, 78.44% of students participate in reflective and summary learning activities, indicating that the majority of students can reflect and synthesis learning experiences beyond class to progress their own cognitive growth. 21.56% of students did not complete a reflective summary, indicating that students’ critical reflection in learning activities should be emphasized more.

Table 6 . Main contents of the interview questionnaire.

Table 7 . Coding situation.

Table 8 . Learn the activity coding table.

4. Discussion

Problem-based interdisciplinary thematic learning exercises were devised in this study to assist students in developing 4C skills. In this section, we go through their potential for boosting skill development in greater depth. Students demonstrated improved ability in cognitive, affective, and behavioral dimensions, as well as social skills. This outcome is consistent with past research findings ( Hasni et al., 2016 ; Guo et al., 2020 ).

4.1. Questioning and criticizing promotes critical thinking

We discovered that most students’ self-perceived critical thinking abilities improved after evaluating pre-and post-test data. This study is similar with the findings of Charlton and Avramides, who believed that adding real-world situations into learning activities could assist students in developing critical thinking skills ( Charlton and Avramides, 2016 ). Students are encouraged to assess their ideas and improve their critical thinking skills by using real-world challenges ( Hu et al., 2020 ). We presented the physical model and qualitatively described students’ critical thinking progress in this study.

We thoroughly examined the encoded text data and Classroom video to see how participants’ critical thinking was improved. We observed participant A as she considered whether all weather had negative impacts based on the environmental impact of disaster weather. When learning knowledge ideas, participant A raised this issue and opened communication and debate with other participants. Furthermore, during the catastrophe weather visual data analysis, the teacher presented inaccurate data for students to discuss. Some students analyzed the data attentively. Finally, in the fine arts course, students were forced to experiment developing modeling images into stereoscopic physical models. Despite the fact that they did not come up with solutions, they tried a variety of ways following critical thinking. For example, using his newly gained information, student C attempted to make model diagrams using several imaginative ways. In other words, he practiced using planar models and physical models based on prior knowledge.

The analysis of students’ cognitive growth process presented above demonstrated how interdisciplinary learning activities based on real-world challenges encourage their critical thinking. Interdisciplinary topic learning activities aided students’ thinking and exploration in both circumstances. When differences between data and intuition developed, students not only questioned the validity of the generated model or data, but also sought explanations to defend their results.

Difficulties are introduced into the human cognitive process through interdisciplinary thematic learning activities based on real-world problems. Students might begin with difficulties, then use their minds to produce active cognitive behaviors. From judging “knowledge” to judging their own “cognitive, “they can reach the dimension of applying talents to better their mind and spirit. Students may question and think critically, as well as accurately and purposefully correlate actions and outcomes. Students gain proficiency in spotting difficulties and asking questions in complex circumstances by gathering evidence to analyze, reason, judge, evaluate, self-adjust, and make a choice based on prior experience. Students actively explore and form conclusions using the thinking process as a means of inquiry. In a nutshell, the act of problem solving cultivates students’ critical thinking abilities. Furthermore, students gain the ability to identify and analyze problems, create judgments and formulate plans, as well as the habit of thinking about and probing into difficulties, which stimulates their critical thinking.

4.2. Open practice promotes the cultivation of creative thinking

We discovered that most students’ self-perceived creative thinking capacity improved after evaluating pre-and post-test data, but the change was less significant than the improvement in the other three skills. These findings emphasize the value of problem-based interdisciplinary thematic activities in encouraging student creativity ( Charlton and Avramides, 2016 ). Fine art activities, as revealed in the study, effectively stimulate students to think creatively, whereas open questions encourage students to conceive solutions creatively and practice them through creative expression. To begin, we watched participants in the analysis when they employed creative techniques to explore diverse modeling solutions while solving difficulties in 3D modeling. Students sought to reset the parameters to make fresh models numerous times after learning some fundamental skills of 3D modeling. This phenomena implies that individuals are not just attempting to solve problems, but are also creatively broadening their thinking in order to construct more pleasing models. Second, because interdisciplinary thematic learning stresses problem solving in the actual world, we found that students came up with a wide range of creative ideas for environmental sustainability. Importantly, some of these answers were not predicted by the teaching team, demonstrating students’ ingenuity even further. Finally, students in the art department created 3D paper sculptures by exploring the knowledge and value in the catastrophe weather data, demonstrating their ingenuity.

According to the findings of the preceding investigation, students actively explored, provided solutions, and shared their opinions in interdisciplinary topic learning activities. In an interdisciplinary thematic learning environment centered on real-world situations, creative thinking develops. The openness of the design of interdisciplinary topic learning activities may promote the development of creative thinking. For example, interdisciplinary topic learning focused on real-world challenges allows students to effortlessly and effectively examine as many designs as feasible. Furthermore, interdisciplinary thematic learning environments help students develop as designers and problem solvers. This dual identity permits students to engage in not only learning tasks but also divergent thinking in order to propose alternate answers to open-ended situations. Finally, rather of simply reporting answers to questions, students are encouraged to solve problems creatively and share their opinions. These questions are strongly tied to their life experience and future life, allowing students to envision their future lives based on previous learning experiences and increasing their feeling of social responsibility.

Creative thinking is nurtured in open practice in this interdisciplinary thematic learning activity based on real-world situations, and creative result-oriented learning is promoted to break through habitual cognitive modes and integrate schemes and converge thinking. Furthermore, by emphasizing experience, design, reflection, and integration, interdisciplinary thematic learning effectively promotes learning, improves innovative design, collaboration, and action, and contributes to creative outcomes, thereby stimulating the development of learners’ creative thinking.

4.3. Develop communication and collaboration as a group

The study of the data before and after the test revealed that most students’ self-perceived communication and collaboration skills improved significantly. Interdisciplinary thematic problem-solving activities promote communicative scaffolding of ideas. This results supports prior research that found that integrative thematic learning activities centered on real-world situations increase both oral and writing communication skills ( Gadhamshetty et al., 2016 ; Clark and Mahboobin, 2017 ). This also suggests that when students are able to share their thoughts with others, they can acquire social communication skills ( Owens and Hite, 2020 ). Students were able to actively participate in collaborative debugging during the previous class, demonstrating that problem-solving exercises can increase students’ collaboration ( Gadhamshetty et al., 2016 ).

Encoded text data and Classroom video were examined in depth to see how participants’ communication and collaboration skills improved. Students presented their disastrous weather dioramas in Lesson 5. Furthermore, students actively performed numerous activities in each course through communication and collaboration. Students, for example, actively participated in the collaborative debugging activity during catastrophic weather modeling in Lesson 4. When creating the stereo model, Student D discovered that the model was not solid. Then, other students debated ways to strengthen the model. They came up with a viable answer after only 2 min of deliberation.

The findings suggest that communication and teamwork skills can be developed in an interdisciplinary learning environment focused on real-world challenges. Interdisciplinary thematic learning activities need the engagement of numerous parties and the development of cooperative groups in the cross-border method of individuals and groups, emphasizing “communication optimization and action generating.” Learning activities should be carried out with the concept of “accumulating information from experience and learning from actual operation” in mind. Students should be able to dive deeper into the process of thinking, finding, and solving problems if communication is maintained throughout the learning activities. Students can improve their abilities to acquire information, communicate and collaborate, and solve problems with complete knowledge in this manner.

Students develop the learning habit of inquiry and are effective at spotting and asking questions in a complicated setting through this interdisciplinary thematic learning exercise based on real-world challenges and driven by critical thinking. Accurately expressing the problem analysis outcomes assists students in developing the habit of effective communication. Cooperation in a group encourages students to tackle challenges together and fosters the habit of collaborative work. To foster students’ inventive consciousness, spirit, and aptitude, innovative ideas and products are used as the end result of problem-solving.

5. Conclusion

Given society’s demand for greater interdisciplinary expertise, we should consider the following issues: What are the most significant obstacles to interdisciplinary learning? What role does interdisciplinary learning play in the development of 4C skills? As a result, the current study focused on determining whether an interdisciplinary thematic learning environment based on real-world situations might improve students’ 4C skills and problem-solving abilities.

Our study integrates real-world challenges with interdisciplinary learning in order to provide a more systematic and organized approach to teaching interdisciplinary courses. To understand the development of the 4C skills during the learning process, we conducted tests before and after the students’ self-assessment and conducted a qualitative analysis of the questionnaire answers. We found that integrative learning activities based on real-world challenges help students develop the 4C skills. Despite the limited sample size, the findings imply that interdisciplinary thematic learning centered on real-world challenges can help learners improve their 4C skills. A “common topic” across disciplines, guided by real-world challenges, can be utilized as the “common thread” to connect all discrete knowledge and skills, give a space and platform for students to employ knowledge and skills, and inspire them to mobilize knowledge and skills to think and explore. The interdisciplinary thematic learning course for growing “4C Skills” is built on transboundary knowledge as a reconstruction of the traditional curriculum system, and it serves as a model for the design of interdisciplinary thematic learning courses directed to the development of 4C skills.

The study, however, had several drawbacks. For starters, it only covers second-year students from one Chinese middle school. Regionally, respondents in this survey may have higher levels of 4C skills than students in other regions. Second, subjective factors may have an impact on this study. As a result, students’ pre-and post-test data can only be utilized as a guide. Furthermore, the pre-test is used as the baseline for reference and comparison in this work, and students are not permitted to participate in any other extracurricular activities during the study time. Other factors, however, may influence the learning process, and the development of 4C skills cannot be entirely attributed to this course. The majority of students’ self-perceived 4C skills have improved, however some students’ self-perceived 4C skills have not changed. This study did not take into account students’ individuality. In the future, 4C skills can be researched independently to better comprehend the methodologies for cultivating 4C skills. To quantify the progress in 4C skills, more research is needed. Furthermore, longitudinal studies can be used to investigate the long-term influence of interdisciplinary thematic learning focused on real-world challenges on students’ 4C skills development.

Data availability statement

The original contributions presented in the study are included in the article/supplementary material, further inquiries can be directed to the corresponding author.

Ethics statement

Written informed consent was obtained from the individual(s) for the publication of any potentially identifiable images or data included in this article.

Author contributions

All authors listed have made a substantial, direct, and intellectual contribution to the work and approved it for publication.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

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Yongqi, X. (2022). Construction of Target System of Primary and Secondary School Labor Education in New Era -- Qualitative Analysis Based on Grounded Theory [J]. Shanghai Education Scientific Research 417, 47–51 + 37. doi: 10.16194/j.cnki.31-1059/g4.2022.02.008

You, H. S., Marshall, J. A., and Delgado, C. (2018). Assessing students’ disciplinary and interdisciplinary understanding of carbon cycling. J. Res. Sci. Teach. 55, 377–398. doi: 10.1002/tea.21423

Yushun, L., Luqi, T., Xue, G., Bin, S., and Ying, Z. (2022). Elementary school mathematics classroom teaching activity model construction based on activity theory [J]. China audio-visual. Education 427, 61–67. doi: 10.3969/j.issn.1006-9860.2022.08.008

Zhanghua, (2017). Interdisciplinary learning: true meaning and practical approach. Manag. Prim. Sec. Schools 11, 21–24.

Zhao Huiqin, W., and Zhaoxue, Z. T. (2019). Maker curriculum design and development for the cultivation of 4C ability in the intelligent age -- implementation path based on STEAM concept. J. Dist. Educ. 37, 104–112. doi: 10.15881/j.cnki.cn33-1304/g4.2019.01.010

Zhao, Y., and Wang, (2022). A case study of student development across project-based learning units in middle school chemistry. Discip. Interdscip. Sci. Educ. Res. 4:5. doi: 10.1186/s43031-021-00045-8

Keywords: interdisciplinary thematic learning, critical thinking, communication, creativity, collaboration

Citation: Ye P and Xu X (2023) A case study of interdisciplinary thematic learning curriculum to cultivate “4C skills”. Front. Psychol . 14:1080811. doi: 10.3389/fpsyg.2023.1080811

Received: 26 October 2022; Accepted: 14 February 2023; Published: 07 March 2023.

Reviewed by:

Copyright © 2023 Ye and Xu. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Peiqi Ye, [email protected]

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

EDLL516 - Interdisciplinary Curriculum, Pedagogy, and Assessment in the Primary Classroom 1

Unit rationale, description and aim.

In order to effectively engage students and support their progression across curricula primary school teachers must develop strong content knowledge and content pedagogical knowledge across a wide array of curricular areas, plus the ability to develop and implement teaching and learning experiences that integrate these areas together. This unit utilises learning principles to enrich, refine and extend pre-service teachers’ knowledge and understanding, skills, values and attitudes related to learning and teaching across the Australian Curriculum of Humanities and Social Sciences, Health and Physical Education, and Arts Education. Pre-service teachers will examine the patterns of interaction in various socio-cultural, political, and environmental settings, as well as the influence of art and physical and mental wellbeing throughout time, with emphasis on Indigenous peoples. The unit focuses on preparing society’s future adults to be critical thinkers functioning effectively within a rapidly changing, global and multicultural society. The unit provides opportunities to engage in inquiry-based learning as well as peer coaching to support professional engagement and growth, focused on applied practice within the employment-based structure of the course. The aim of this unit is to develop teaching knowledge and skills that reflect best practice across these multiple curriculum areas and the ability to design and deliver effective interdisciplinary teaching and learning. 

Campus offering

Prerequisites, learning outcomes.

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table. Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact. Explore the graduate capabilities.

Synthesise and develop a range of pedagogical appr...

Learning outcome 01, research, evaluate and critically analyse a range ..., learning outcome 02, design and implement learning sequences employing ..., learning outcome 03, investigate, implement, and reflect on peer coachi..., learning outcome 04.

Topics will include:

• peer coaching approaches to teaching and reflective practice. 
• inquiry based learning approaches, programming and unit development in the primary school classroom.
• the nature of pedagogical practice and role of the teacher in structuring learning in the arts, humanities, and physical education classroom.
• the significance of the arts in education as forms of aesthetic knowledge, self expression, cultural literacy, communication, creativity, and critical commentary.
• systems with a focus on Aboriginal and Torres Strait Islander cultures and expressions
• teaching strategies that explore and acknowledge the arts and humanities from diverse linguistic, cultural, religious and socio-economic perspectives and contexts.
• identification of a range of resources, including ICT, that can be used to enhance.
• history and Geography within the primary school context.
• indigenous perspectives about the past, present and future including Indigenous peoples and cultures and notions of shared histories.
• ICT rich and partnering pedagogies in multiple curriculum areas.
• the Australian Curriculum and programming issues – lesson planning, sequencing of activities, units of work, assessment and evaluation, integration of cross curriculum perspectives.
• the importance of student wellbeing and safety in relation to integrated curriculum design and delivery.

Assessment strategy and rationale

The assessment tasks and their weightings are designed so that the pre-service teachers can progressively achieve the Course Learning Outcomes and the Professional Standards and is consistent with University assessment requirements ( https://policies.acu.edu.au/student_policies/assessment_policy_and_assessment_procedures ).

The assessment tasks and their weightings allow pre-service teachers to progressively demonstrate achievement against the course learning outcomes by demonstrating academic and professional standards. This unit will focus on developing understanding of, and skills across the professional knowledge, practice and engagement needed to meet expectations of the Graduate Attributes and the APST: Graduate level. The three assessment tasks are sequenced to allow feedback and progressive development of content knowledge and skills to prepare pre-service teachers for pedagogical knowledge units across the different curriculum areas. The first assessment task demonstrates that pre-service teachers in the unit have developed foundational knowledge of the purposes and processes that underpin effective interdisciplinary planning, which is built upon in the second assessment, which requires pre-service teachers to apply this knowledge in the practical design of an interdisciplinary unit. The third and final task enables participates to engage in a full cycle of investigation, planning, teaching, and critical reflection, as it culminates with the implementation of teaching and learning from the unit created for the second task, guided by peer coaching and self-evaluation with an emphasis on identifying areas for improvement in future planning and teaching related to interdisciplinary curriculum.  

Overview of assessments

Assessment task 1 report or presentation: inquiry....

Report or Presentation: Inquiry-Based Planning and Teaching

Provide a presentation or report that explores what an inquiry-based unit plan is, the rationale inquiry-based teaching and learning, and the process for how they are created to teach across the curriculum areas.

Assessment Task 2 Development of Inquiry Unit Dev...

Development of Inquiry Unit

Develop an inquiry-based unit and provide commentary related to its constructing. The unit plan and commentary must:

• Incorporate curriculum from across at least three of the following areas: history, culture, arts, and/or technology.
• Be relevant and applicable to learners and curriculum standards in the early primary years (Foundation – Year 2.)
• Utilise a relevant cross-curricular text (such as My Place , by Nadia Wheatly) as a guide for the creation of the inquiry unit.
• address the ethical inclusion of digital resources

Assessment Task 3 Peer Coaching Journal for Inter...

Peer Coaching Journal for Interdisciplinary Teaching

Prepare a learning journal that captures critical reflections on the implementation of interdisciplinary teaching across at least two lessons. The journal must include the following:

• evidence of and reflections on peer observation and feedback of at least one teaching episode.
• reflection on both the coaching process and your own teaching.

Learning and teaching strategy and rationale

The learning and teaching strategies in this unit include (1) lectures which may be delivered as online workshops to encourage active learning and high level of engagement, (2) tutorials to consolidate learning content and apply knowledge in problem solving tasks and develop analytical and evaluating skills and possible independent online learning tasks to develop GA7. The learning and teaching strategy is based on a Constructivist approach in a sociocultural context.

Pre-service teachers will first develop knowledge of the principles underpinning interdisciplinary curriculum planning and teaching, with particular emphasis on inquiry-based approaches to curriculum integration, in tandem with the development of preliminary knowledge across the range of curriculum areas specified within this unit, focusing on the Foundation – Year 2 primary years of learning. As they progress, the emphasis shifts towards applying this knowledge into the practical development of a unit that can be taught within the context of the participant’s teaching role as per the employment-based nature of the course. While pre-service teachers continue to explore and expand their understanding of curriculum, pedagogy and assessment across these areas, they will develop an interdisciplinary, inquiry-based unit of study relevant to their teaching context and learners. As they progress through the unit the emphasis on learning and teaching shifts to implementation of teaching and professional reflection, so that they are oriented in peer coaching processes and critical reflective strategies that they can in turn apply to the delivery of interdisciplinary teaching and learning. This final aspect of the unit supports reflective practice and creates a bridge with a second interdisciplinary curriculum unit that builds upon learning outcomes achieved within this unit.

This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy. The learning and teaching and assessment strategies include a range of approaches to support learning such as reading, reflection, discussion, webinars, podcasts, video etc.

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL

On successful completion of this unit, pre-service teachers should be able to:

APST Graduate level standards (delete those not applicable)

Representative texts and references

Coffman, T. (2017).  Inquiry-based learning: Designing instruction to promote higher level thinking . Rowman & Littlefield.

Dinham, J. (2020). The ABC of arts education. In Delivering authentic arts education (4th ed). South Melbourne: Cengage Learning Australia.

Gilbert, R., Tudball, L., & Brett, P. (2019).  Teaching Humanities & Social Sciences . Cengage AU.

Goudvis, A., Harvey, S. & Buhrow, B. (2019).  Inquiry Illuminated: Researcher’s Workshop Across the Curriculum.  Heinemann USA.

Kidman, G., & Casinader, N. (2017).  Inquiry-Based Teaching and Learning across Disciplines: Comparative Theory and Practice in Schools  (pp. 1–159). Palgrave Macmillan UK.

Marsh, C. (2018). Teaching studies of society and environment . Sydney: Pearson Education.

Global Education Project. (2015). Global perspectives: A statement on global education for Australian schools . Carlton: Curriculum Corporation.

Miller, J., Wilson-Gahan, S., & Garrett, R. (2018).  Health and physical education: preparing educators for the future . Cambridge University Press.

Reynolds, R. (2019).  Teaching humanities and social sciences in the primary school (4th ed.) . Oxford University Press.

Robbins, P. (2015).  Peer coaching to enrich professional practice, school culture, and student learning . ASCD.

Credit points

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IDS 2378-Critical Thinking: Foundations of Interdisciplinary Knowledge and Inquiry- St. Petersburg Campus

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Welcome to the Library guide for IDS 2378.  The tabs on the left will guide you to resources for articles, books, databases, and more in your pursuit of interdisciplinary knowledge.

If you haven't used Library resources before, try the  LIB Skills  tab for tutorials about using the Library.

If you have any questions please contact Emily Mann at [email protected]  or request a librarian consultation here . 

Using Quicksearch

The Quicksearch tool on the Library's homepage ( https://lib.usf.edu ) is a great place to start looking for interdisciplinary sources because it searches many of our databases at once, regardless of discipline.

• Next: Lib Skills >>
• Last Updated: Jul 5, 2024 2:53 PM
• URL: https://guides.lib.usf.edu/criticalthinking

Stanford Iran 2040 Program Manager

🔍 school of humanities and sciences, stanford, california, united states.

The School of Humanities and Sciences (H&S) is the foundation of a liberal arts education at Stanford. The school encompasses 23 departments and 25 interdisciplinary programs. H&S is home to fundamental and applied research, where free, open, and critical inquiry is pursued across disciplines. As the university’s largest school, H&S serves as the foundation of a Stanford undergraduate education no matter which discipline students pursue as a major. Graduate students work alongside world-renowned faculty to pursue and shape foundational research that leads to breakthroughs and discoveries that shed new light on the past, influence the present, and shape the future. Together, faculty and students in H&S engage in inspirational teaching, learning, and research every day.

Department/Program Description: The Hamid and Christina Moghadam Program in Iranian Studies at Stanford , part of the Global Studies Division, provides an interdisciplinary and multidisciplinary platform for the study of modern Iranian history, culture, politics, society, and economy. Each academic year, Iranian Studies hosts a diverse array of lectures, conferences, film screenings, and performances that are open to the broader community. The Program also serves as a forum for scholars, experts, practitioners, and artists from Stanford and beyond to teach, collaborate, and study Iran. The Stanford Iran 2040 Project is an academic initiative that serves as a hub for academic researchers all around the world, particularly the Iranian diaspora scholars, to conduct research on issues related to the future of the Iranian economy and evaluate their possible implications in a global context. The Stanford Iran 2040 Project encourages quantitative and forward-looking research on a broad array of areas relating to Iran's economic development in the long-run to forecast the future of the country under different scenarios.

Position Summary: The Iranian Studies Program is seeking a Project Manager to administer, support, and manage the Stanford Iran 2040 Project . The position will work under general supervision of the Associate Director. This position will be responsible for identifying relevant speakers and collaborators, organizing an annual conference, overseeing the annual Moghadam Award call for applications and recipient selection process, and managing the relevant project databases and web pages. The successful candidate should exhibit the ability to practice sound judgment and decision-making, effective written & oral communication, strong attention to detail and respectful relationship management. This position must also exhibit knowledge of the field of modern Iranian economics, politics, public policy, as well as Persian language fluency.

This is a 75% FTE, 1 year fixed term non-exempt position with the possibility of extension. Primary preference will be given to candidates who are available for hybrid arrangements, however, remote positions will be considered with possible occasional travel to Stanford’s main campus.

If you believe that this opportunity is a match for your knowledge, skills and abilities, we encourage you to apply. Thank you for considering employment opportunities with the School of Humanities and Sciences.

Applicants are asked to upload both a cover letter and resume through the application portal, in addition to the online application.

CORE DUTIES:

●        Independently implement, administer and evaluate day-to-day activities of the project by identifying and executing tasks and objectives, making recommendations that impact policies and programs, and assigning resources to achieve the goals of the project.

●        Collect and analyze data, create reports, review and explain trends; formulate and evaluate alternative solutions and/or recommendations to achieve the goals of the project.

●        Represent the project or function as the key contact and subject matter expert within the department, unit or school. Commit resources and provide information and/or training. May also represent the project or function to external/internal stakeholders and constituencies.

●        Organize and/or participate in outreach activities that may include developing communications and training, planning/promoting events and/or conferences.

*Other duties may also be assigned.

Education & Experience

●        Bachelor’s degree and three years of relevant experience, or combination of education and relevant experience.

Knowledge, Skills and Abilities

●        Demonstrated ability to prioritize own work and multi-task.

●        Demonstrated excellent organizational skills.

●        Demonstrated ability to take initiative and ownership of projects.

●        Ability to communicate effectively both orally and in writing.

●        Ability to routinely and independently exercise sound judgment in making decisions.

●        Demonstrated experience working independently and as part of a team.

●        Relevant subject matter knowledge.

●        Ability to direct the work of others, for jobs requiring supervision.

In addition, preferred requirements include:

●        Bilingual Persian and English with fluent reading, writing, and speaking skills in both languages.

●        Graduate degree in the field of economy, political science, public policy or similar fields preferred.

●        Proficiency in Excel, experience with Tableau a plus.

Working Conditions:

●        Occasional work on evenings and weekends.

●        Occasional travel to Stanford main campus for events/conferences

●        Constantly perform desk-based computer tasks.

●        Frequently stand/walk, sit, use a telephone, grasp lightly/fine manipulation.

●        Occasionally use a telephone.

●        Rarely lift/carry/push/pull objects that weigh 11-20 pounds.

This hybrid (or remote) role is open to candidates anywhere in the United States. Stanford University has five Regional Pay Structures . The compensation for this position will be based on the location of the successful candidate. The expected pay range for this position is $62,000 to $103,000 per annum. The actual pay will be pro-rated based on the 75% FTE.

Stanford University provides pay ranges representing its good faith estimate of what the university reasonably expects to pay for a position. The pay offered to a selected candidate will be determined based on factors such as (but not limited to) the scope and responsibilities of the position, the qualifications of the selected candidate, departmental budget availability, internal equity, geographic location, and external market pay for comparable jobs.

At Stanford University, base pay represents only one aspect of the comprehensive rewards package. The Cardinal at Work website ( https://cardinalatwork.stanford.edu/benefits-rewards ) provides detailed information on Stanford’s extensive range of benefits and rewards offered to employees. Specifics about the rewards package for this position may be discussed during the hiring process.

Why Stanford is for You

Imagine a world without search engines or social platforms. Consider lives saved through first-ever organ transplants and research to cure illnesses. Stanford University has revolutionized the way we live and enrich the world. Supporting this mission is our diverse and dedicated 17,000 staff. We seek talent driven to impact the future of our legacy. Our culture and  unique perks  empower you with:

●        Freedom to grow . We offer career development programs, tuition reimbursement, or audit a course. Join a TedTalk, film screening, or listen to a renowned author or global leader speak.

●        A caring culture . We provide superb retirement plans, generous time-off, and family care resources.

●        A healthier you.  Climb our rock wall, or choose from hundreds of health or fitness classes at our world-class exercise facilities. We also provide excellent health care benefits.

●        Discovery and fun.  Stroll through historic sculptures, trails, and museums.

●        Enviable resources . Enjoy free commuter programs, ridesharing incentives, discounts and more

The job duties listed are typical examples of work performed by positions in this job classifications and are not designed to contain or be interpreted as a comprehensive inventory of all duties, tasks and responsibilities. Specific duties and responsibilities may vary depending on department or program needs without changing the general nature and scope of the job or level of responsibility. Employees may also perform other duties as assigned.

Consistent with its obligations under the law, the University will provide reasonable accommodation to any employee with a disability who requires accommodation to perform the essential functions of their job.

Stanford is an equal employment opportunity and affirmative action employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, protected veteran status, or any other characteristic protected by law.

• Schedule: Part-time
• Job Code: 4121
• Employee Status: Fixed-Term
• Requisition ID: 104093
• Work Arrangement : Hybrid Eligible, Remote Eligible

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