2024/10/10 by Notable, Britt, Arnou, Charlotte, Plackle, Ingeborg +2
#Education #Educational Methods #Grades 7-9 #Integrated learning Environments #Interdisciplinary Education #Lower secondary education #Secondary Education #curriculum integration #multidisciplinary education #transdisciplinary education
paper · doi:10.17605/osf.io/ze7tf
Integrated learning environments or integrated curriculum are often proposed as an optimal approach for teaching and learning higher-order thinking skills and complex skills or 21st century competences, such as problem solving, collaboration, critical thinking and self-regulation (e.g. Drake & Reid, 2020a; McPhail, 2016). Although this educational approach is discussed in literature over more than a century, with John Dewey as one of the oldest cited researchers on this topic, a comprehensive overview on the different variants or practices of curriculum integration, the potential opportunities and benefits and the conditions is lacking. Moreover, there is conceptual confusion on curriculum integration, meaning that terminology is used interchangeably without being attentive to a clear definition (Matinho et al., 2022). The aim of this systematic review is to systematically map research publications (e.g. peer-reviewed journal articles, book chapters) on integrated learning in lower secondary education to create a semantic map (conceptual clarity) and an overview of the practices, benefits, opportunities and conditions.