Advantages of Using an Interdisciplinary Approach in the Study of Social Problems
Engaging students and assisting them in developing knowledge, problem solving skills, self-assurance, self-worth, and the passion for education are the key objectives that teachers bring to the classroom. Interdisciplinary teaching and exploration is significant in realizing these objectives. Interdisciplinary approach helps in improving the cognitive ability and has numerous other advantages(Brown 19).Interdisciplinary teaching necessitates considerable efforts in integrating the disciplines, particularly when an extensive interdisciplinary gap exists. This paper therefore explores the advantages of using an interdisciplinary approach in the study of social problems.
Interdisciplinary approach in the study of social problems
Most teachers limit themselves to the classroom. Most of them prefer insulating themselves in their known content area and particularly the classroom for the reason that they do not truly believe that contemporaries in other content area can benefit from their strategic approach in teaching and engaging the learners. For the purpose of achieving a more reasonable level of success and enhancing learning across the curriculum, educators should allow for interdisciplinary learning. School administration should highly contribute in the development of effective teaching, which can best be attained through assessing why these two requirements haphazardly occur in many class rooms (Brown 19). In order to enhance interdisciplinary teaching, it is significant that information is shared about the paradisiacal shores that remain as well as the shoals and the reefs that someone has to evade to succeed (Rives-East et al 100).
Learners’ lack of shared background may result in fear and fear of failure may lead to the learner resisting activities or new assignments (Rives-East et al 103). For the purpose of providing more practice based teaching, educators should use numerous different teaching techniques including modeling, case application exercises among others (Dennison418). Role play is a significant interdisciplinary approach in the study of social problems.Interdisciplinary approach is advantageous in that it prevents narrow-minded single discipline approaches in learning about conflicts and other social issues (Cavanaugh 16). Approaches that can work well in increasing the learner’s interest and efforts may include hands on activities that involve the learner throughout an activity and synthesis. Hands on activities usually provide opportunity for learners to explore a particular topic, andeventually developing their own insight for the ideas presented (Clay et al 368). For instance, in one lab, learners were challenged to utilize the daily utensils in picking up lentils from a can filled with corn syrup. During this exploration, the learners found out that the utensils they were using pushed the lentils even further away. Through this kind of hands on activity, the learners found out what it is like shift and feed in a harsh environment. When the hands on study are not realistic and satisfying, the learner’s interest is usually increased and as a result participate heavily in the particular activity.
Instead of limiting the learning to one specific subject, interdisciplinary approach in the study of social problems normally highlights the link between traditional content like language arts, sciences, and history. It usually enhances the learners learning capabilities and helps them develop effective problem solving skills. The interdisciplinary approach helps students learn how to think critically when facing difficult issues (Brown 20). Through this approach, students learn how prevail over the tendency of supporting their preconceived thoughts. Educators can utilize these approaches in introducing the learners to the subject content from different perspectives. It can also challenge their existing thought and enable the learner to look at where they are from. Once the learner has set aside his/her preexisting thoughts, he/she allows himself/herself take on a different methods that can promote learning. According to research, interdisciplinary approach enhances the motive to learn. It also enhances the level of active involvement. Learners taking part in interdisciplinary learning usually become more active in the process and discovers the value of what they have learnt (Clay et al 369).
The interdisciplinary teaching approaches usually enable learners focus completely on their practice skills. The sets of learners involved in an activity are able to learn more about each other’s discipline and are capable of eliciting recognition from each other in regard to their respective abilities. The interdisciplinary approach helps stretch and challenges the skills of the learner and as a result helps in identifying the learner’s areas of strength and weaknesses. The learners involved are also able to acknowledge the value of utilizing their skills and abilities in benefiting others instead of solely entertaining others (Dennison 428). Educators who employ interdisciplinary approach assist learners to develop cognitive skills that are important in carrying out tasks. Learners are capable of developing both procedural and declarative knowledge which is required in solving complex social problems. Interdisciplinary approach improves learners’ knowledge formation ability so that they can be able to engage in discussion of complex social issues with their educators.
A single disciplinary viewpoint may fail to provide a holistic and multidimensional understanding of a social issue. Numerous disciplines usually furnish an elaborate account of a particular topic through the provision of complementary description of different aspects of a subject. A single disciplinary perspective usually explores only one side of a subject. For instance and interdisciplinary approach to the control of global warming offers a more comprehensive description as compared to a single disciplinary approach. Some learners may not believe in their abilities, and even if they do, they may still question how taking a class that majors in their ability could help them in the future. Interdisciplinary approach: described as a learning technique that takes elements of more than one specific subject at a time can be a significant help in such cases (Galante58).
Interdisciplinary approach is advantageous in that it prevents narrow-minded single discipline approaches in learning about conflicts and other social problems. In order to attain a more reasonable level of success and enhancing learning across the curriculum, educators should allow for interdisciplinary learning. School administration should highly contribute in the development of effective teaching, which can best be attained through assessing why these two requirements haphazardly occur in many class rooms. Approaches that can work well in increasing the learner’s interest and efforts may include hands on activities that involve the learner throughout an activity and synthesis. A single disciplinary viewpoint may fail to provide a holistic and multidimensional understanding of a social issue. Numerous disciplines usually furnish an elaborate account of a particular topic through the provision of complementary description of different aspects of a subject. A single disciplinary perspective usually explores only one side of a subject. The interdisciplinary teaching approaches usually enable learners focus completely on their practice skills.
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Dennison, Susan T. “Interdisciplinary role play between social work and theater students.” Journal of Teaching in Social Work 31.4 (2011): 415-430.
Cavanaugh, Mathew. “On strategic Understanding: Teaching Strategy from the Group up.” (2014).
Clay, Tansy W., et al. “How Plankton Swim: An Interdisciplinary Approach For Using Mathematics & Physics To Understand The Biology Of The Natural World.” American Biology Teacher (National Association Of Biology Teachers) 70.6 (2008): 363-370. Academic Search Premier. Web. 21 Apr. 2015.
Galante, Block. “Interdisciplinary Teaching Enhances Learning Across The Curriculum”. 17.1(2009): 58-58.