Interdisciplinary Teaching and Learning: A Systematic Review of the Literature

• In Event: Fairmont Roundtable Session Fourteen
  In Roundtable Session: Learning Environments for STEM Education (Table 1)

Abstract

What is interdisciplinary teaching and learning, and why do educational scholars investigate it? In this paper, we present some preliminary findings from a systematic review of the literature on interdisciplinary teaching and learning (excluding STEM and CLIL, which have already been systematically reviewed) that we have been conducting as part of a large Research-Practice Partnerships aimed at developing, implementing, and studying interdisciplinary teaching and learning in the humanities. Our findings indicate that research on interdisciplinary teaching and learning is broadly distributed: chronologically, geographically, methodologically, and theoretically. Moreover, interdisciplinarity has been defined and enacted in at least four different ways and has been deployed to serve at least six different types of research goals.

Authors

• Etan Cohen, University of Haifa
  Presenting Author

• Shiri Kashi
  Non-Presenting Author

• Nurit S. Novis-Deutsch, University of Haifa
  Non-Presenting Author

• Hanan Alexander, University of Haifa
  Non-Presenting Author