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Development of Theme‐based, Interdisciplinary, Integrated Curriculum: A Theoretical Model
Author(s) -
Lonning Robert A.,
DeFranco Thomas C.,
Weinland Thomas P.
Publication year - 1998
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.1998.tb17426.x
Subject(s) - theme (computing) , curriculum , curriculum development , engineering ethics , curriculum theory , meaning (existential) , integrated curriculum , emergent curriculum , sociology , computer science , curriculum mapping , mathematics education , pedagogy , management science , epistemology , engineering , psychology , philosophy , operating system
Interest in interdisciplinary, integrated curriculum development continues to increase. However, teachers who have been given primary responsibility for developing these materials are often working with little guidance. A model for developing theme‐based, interdisciplinary, integrated curriculum is presented in this article. The model includes two phases, a theme creation phase and an activity refinement phase. Validity criteria from the interdisciplinary curriculum literature are used to assess the power of potential themes. An integration continuum model is used to facilitate refinement of activities included in the theme‐based instruction. The curriculum development model is used to clarify the meaning of the terms theme‐based, interdisciplinary , and integrated . The model is intended to be used by curriculum developers to facilitate the creation of powerful interdisciplinary lessons.