Collaborative Knowledge Creation: How Interdisciplinary Curriculum Design Maps Knowledge (Poster 13)

• In Event: Saturday Poster Sessions 7:45 am
  In Poster Session: Qualitative Methodologies and Social Justice in Education

Abstract

This paper explores the connections between contemporary curriculum theories and knowledge creation among teachers through collaborative curriculum design. It highlights the intersection of social and collaborative epistemology, particularly in interdisciplinary arts projects. Social constructionism, collaborative epistemological perspective, and collaborative curriculum design align to emphasize the importance of social interaction, discourse, and co-creation of knowledge. The ongoing participatory action research involving K-12 art and social studies teachers showcases how collaborative curriculum design fosters unconventional perspectives and knowledge expansion. Teachers' collaborative engagement enables the generation of new knowledge and critical insights both in and outside the classroom. The study explores the potential impact of collaborative interdisciplinary arts curriculum development on teachers' professional and content knowledge, empowering teachers in the teaching community.

Author

• Minki Jeon, Florida State University