Articles | Open Access | https://doi.org/10.37547/ijasr-03-12-13

THE ROLE OF INTERDISCIPLINARITY IN THE TEACHING OF TECHNOLOGY EDUCATION CLASSES

Mambekova Shaxnoza Kudiyarbekovna Teacher At The Department "Technological Education Methodology" At The "Professional Education" Faculty At Tspu Named After Nizami, Uzbekistan

Abstract

This article delves into the pivotal role of interdisciplinarity in shaping the landscape of technology education classes. In today's fast-evolving educational sphere, the integration of various disciplines within technology education has become imperative. This abstract highlights the significance, benefits, implementation strategies, and future implications of adopting interdisciplinary approaches. By examining successful case studies, discussing the advantages of interdisciplinary teaching, and exploring its potential impact on student learning outcomes and adaptability, this article aims to underscore the transformative power of interdisciplinarity in nurturing holistic learning experiences in technology education.

Keywords

Interdisciplinarity, technology education, holistic learning

References

Jackson, N. (Ed.). (2011). Interdisciplinary Higher Education: Perspectives and Practicalities. Bingley, UK: Emerald Group Publishing Limited.

Bellanca, J., & Brandt, R. (Eds.). (2010). 21st Century Skills: Rethinking How Students Learn. Bloomington, IN: Solution Tree Press.

Breite, R., & Ritter, M. (2018). Interdisciplinary Teaching and Learning: A Conceptual Framework and Its Application in Practice. Cham, Switzerland: Springer.

National Research Council. (2014). STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research. Washington, DC: The National Academies Press.

Fortus, D., Dershimer, R. C., Krajcik, J., Marx, R. W., & Mamlok-Naaman, R. (2016). Teaching and Learning of Science Through a Storyline Approach. In Y. Kali, M. C. Linn, & J. E. Roseman (Eds.), Designing Coherent Science Education: Implications for Curriculum, Instruction, and Policy (pp. 93-123). New York, NY: Teachers College Press.

Hmelo-Silver, C. E. (2004). Problem-Based Learning: What and How Do Students Learn? Educational Psychology Review, 16(3), 235-266.

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THE ROLE OF INTERDISCIPLINARITY IN THE TEACHING OF TECHNOLOGY EDUCATION CLASSES. (2023). International Journal of Advance Scientific Research, 3(12), 70-75. https://doi.org/10.37547/ijasr-03-12-13