Interdisciplinary+learning

Integrated, interdisciplinary and transdisciplinary learning and teaching.

There is some confusion around the terms: integrated, interdisciplinary and transdisciplinary when these terms apply to curriculum and learning and teaching. According to Murdoch and Hornsby (2009) integrated curriculum involves both the content and the process with effective integrated curriculum based on enquiry and enhancing students’ understanding of how the world works. Integrated curriculum is inclusive and incorporates understanding (Murdoch & Hornsby, 2009). Integrated curriculum is compatible with other educational frameworks such as metacognition, multiple intelligences and negotiated curriculum (Murdoch & Hornsby, 2009). The integrated curriculum replaced the thematic approach to curriculum that had forced links between disciplines with an integrated approach that has natural links using the focus on a significant topic and a holistic approach (Murdoch & Hornsby, 2009).

Nicholescue (1997) also describes transdisciplinary learning and teaching as having the goal of providing an understanding the world. Nicholescue (1997) places disciplinary and transdisciplinary learning as antagonistic to multidisciplinary and interdisciplinary learning. Multidisciplinary learning is concerned with the study of several disciplines simultaneously whereas interdisciplinary learning concerns transfer of methods from one discipline to another (Nicolescu, 1997). Yet, multidisciplinary and interdisciplinary remain under the same framework (Nicolescu, 1997). Integrated and interdisciplinary are also very different concepts with integrated education involved in a world view approach (Murdoch & Hornsby, 2009).

Intradisciplinary, multidisciplinary, interdisciplinary and transdisciplinary have been placed on a continuum with intransdisciplinary defined as within subject areas and both multidisciplinary and interdisciplinary as between subject areas with transdisciplinary beyond subject areas (Alberta Education, 2007). The main difference between multidisciplinary and interdisciplinary is that interdisciplinary has more of an integrated approach to teaching and learning and utilises real life applications. Dillon (2008) also supported connections between the disciplines and used the term cross-disciplinary also noting the opportunity for creativity by combining disciplines and the need for the cross-discipline approach to include the arts. Young (2008) suggested the curriculum should reflect the needs of community with interdisciplinary rich tasks and fertile questions.

Sustainability requires a transdisciplinary approach, an approach that includes collaborative and creative higher order thinking (Palmer, Smith, Willetts, & Mitchell, 2007). Sustainability and environmental issues utilise the integrated curriculum response to analysing and solving ‘real life’ problems. The focus of the unit of work has an interdisciplinary approach yet also employs some multidisciplinary and disciplinary learning and teaching approaches (Alberta Education, 2007).