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The Effect of Interdisciplinary Inquiry Learning on Engagement

Lisa Brise

Vancouver Island University

March 11, 2018


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The Effect of Interdisciplinary Inquiry Learning on Engagement

Introduction

Traditionally, school subjects have been divided into separate classes, taught by a

specific teacher, in a specific room. The emphasis has been on the teacher presenting the

material and the students memorizing the information so they can regurgitate it on a test. These

practices are not reflective of how the world works and does not prepare our students for

success in our ever changing world. Fortunately for today’s students and the future of our

society, educators are beginning to shift their methods of teaching and are focusing on different

outcomes. The education system is shifting to a new style of teaching and learning called 21st

century learning. This new style of learning recognizes that we need to shift our values in

education to match them to our current world. An article called Learning 21st-Century Skills

Requires 21st-Century Teaching states, “the interconnectedness of our global economy,

ecosystem, and political networks require that students learn to communicate, collaborate, and

problem solve with people worldwide” (Saavedra & Opfer, 2012, p.8).

British Columbia has developed a new curriculum that was launched in the 2016/2017

school year for kindergarten to grade 9. The grade 10-12 curriculum documents are still in the

process of being developed and are scheduled to be finalized in the summer of 2018. This new

curriculum focuses on collaboration, critical thinking and communication, with the hopes of

better preparing our youth for the workforce, whether they enter it directly after high school or

pursue higher education prior to obtaining employment. There is also a large emphasis on

personalized learning as it is recognized that each student learns differently, at different paces

and has different interests. Hands on learning and connecting content to the real world is also

emphasized. The new curriculum gives teachers more freedom to go the directions they desire

based on their unique classes. As a student teacher, this is an exciting time to enter the

education system as teachers are given more autonomy and will now have the ability to cater to

their students interests, which can increase engagement.


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Now one might ask why engagement is important? Engagement has only become a

consideration in the education world in the past couple decades (Lent, 2012). I think this is

because past teaching methods did not often call for engagement. Teachers would lecture,

students were supposed to listen. It was not the fault of the teacher if the students didn’t pay

attention. This is no longer the case as new focuses emerge. Across Canada and

internationally, “student engagement has become one of the key concerns and key strategies

for educational and social reform particularly in middle and high schools” (Parsons et al., 2011,

p.7). The main goals of this shift towards engagement is to decrease dropout rates, reduce

classroom management issues and to encourage students to become skilled lifelong learners

(Parsons et al., 2011). When looking at drop out rates, it was found that low engagement was a

precursor to dropping out of school (Guthrie, 2008). Guthrie explains how this works with

reading:

Reading engagement and reading achievement interact in a spiral. Higher achievers

read more, and the more engaged those students become the higher they achieve.

Likewise, lower achievers read less, and the less engaged decline in achievement. The

spiral goes downward as well as upward (2008, p.3).

Students that enter this downward spiral are more likely to drop out. Furthermore, reading is

part of most subjects, meaning that low engagement in reading can affect their engagement and

achievement in every class.

The importance of engagement was not yet widely recognized when I worked my way

through the school system. In addition, I have not yet spent very much time in a classroom with

a teacher’s perspective, meaning that 21st century learning practices and principles are still

quite new to me. It is intuitive to try to teach others how you were taught and it will therefore

take me some time to foster and internalize strategies that align with the values of the new BC

curriculum in my classroom practice. The idea of engagement in the classroom, to me, is very

exciting as I think it can lead to a fun and productive learning environment.


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In my fall practicum of 2017, I was placed in Dover Bay Secondary School with three

classes of Grade 8s. I was with them for their French and Healthy Living classes. The grade 8s

at this school move through their classes in pods. This means that they have the same group of

students in all of their classes. French and Healthy Living alternate weeks, meaning that they do

one full week of one and then one full week of the other. In my final two weeks of this practicum,

I had the opportunity to be involved in an interesting project, which fueled my research question

“How did the experience of teaching and observing an interdisciplinary inquiry project impact my

understanding of fostering engagement at the grade 8 level/lower secondary school level?” My

research was informed by the grade 8 students through observations, discussions with the

students, as well as data from two surveys. One was a short survey I provided to two of my

classes and the second was created by the grade 8 teachers and was given to all of the grade

8s in the school. I furthered my research by interviewing my sponsor teacher to acquire her

perspective.

Literature/Theoretical Framework

As we begin to value student engagement in our classrooms, we must adjust our

teaching methods to ones that are more student-centered. Included in the various options for

student-centered methods is an interdisciplinary inquiry approach. Although interdisciplinary

studies does not always involve inquiry, it could be argued that a true inquiry approach is always

interdisciplinary. I believe it is a good idea to incorporate inquiry into interdisciplinary studies as

it encourages the students to think and make the connections themselves.

Interdisciplinary study is the incorporation of two or more subjects into a lesson or

multiple lessons. Traditionally, subjects taught in school have been divided up with few

connections drawn between subjects. This is not reflective of our highly complex and

interconnected world. In her book, Lent (2012) stated, “knowledge doesn’t come in neat little

packages labeled “science,” “social studies,” “English,” and “math,” despite textbooks that seem

to capture information in just that way” (p.176). For the time being, our education system divides
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classes up into these specific topics, but that does not mean that teachers cannot seek ways to

collaborate with their peers and provide interdisciplinary learning experiences. Interdisciplinary

studies has the potential make learning easier, more realistic and more useful to the student

(Lynott et al., 2013).

Inquiry based learning is one example of student centered interdisciplinary learning.

Inquiry learning involves the students doing their own research to answer a question or solve a

problem. Inquiry learning exists on a continuum as it can range from very structured to highly

open ended and can be broken down into four levels: confirmation, structured, guided and open

(Banchi & Bell, 2008). In confirmation, students partake in an activity to confirm the results that

are already known to them. Structured inquiry is when the teacher provide the question and the

procedure to obtain the results but the results are unknown to the students. Guided is when the

teacher provides only the question and the students use their own methods to reach

conclusions. Finally, open inquiry is when all aspects of the inquiry are decided by the student

including the question and procedure. The different levels of inquiry allow students to slowly

build on their scientific reasoning skills and work their way up to open inquiry. It is suggested

that when students have been exposed to the first three levels of inquiry, they can be successful

with open inquiry as early as grade four (Banchi & Bell, 2008).

Although the four levels of inquiry provide a good framework to help students build up to

open inquiry, not all four levels will have the same outcomes, in terms of learning. Bunterm et al.

(2014) conducted a study that compared the results of structured and guided inquiry in grade 7

and grade 10 science classes in three schools in Northern Thailand. Although both types of

inquiry increased science content knowledge and science process skills, it was found that the

guided inquiry resulted in greater improvement in both these areas. In one of the three schools,

it was also found that the guided inquiry led to better scientific attitudes and less self perceived

stress. Although this article looked at only two specific inquiry activities, in science classrooms,
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the takeaway is that not all types of inquiry result in equal learning outcomes. Furthermore,

student engagement would also differ based on the type of inquiry and student interest in the

activity. Bunterm et al. (2014) suggested that the greater improvement in content knowledge

and process skills was likely due to the fact that the students had to engage more deeply with

the material. I believe that in most cases, student engagement would increase as you increase

the amount of the inquiry process that is decided by the student or in other words, as you

progress in the continuum of inquiry.

In order to examine student engagement, it is important to define what one is looking for.

Although engagement is being focused on in education and research, there are many different

definitions and “the meaning of the concept changes from research to research, from school to

school, and even from classroom to classroom” (Parsons et al, 2011, p.14). In their literature

review, Parsons et al. (2011) identified four common goals of engagement. These four goals

include engagement to achieve academic results, to achieve student compliance, to experience

psychological “highs” while learning and to acquire knowledge building skills. In my research, I

am focusing on engagement with the goal of experiencing psychological “highs”, or in other

words “flow” experiences. The term flow was developed by Csikszentmihalyi and refers to “the

full involvement with what one is doing, which is experienced as enjoyable and uplifting”

(Csikszentmihalyi, 2016, p.4).

To me, engagement in a classroom, in the context of flow, has a certain energetic feel.

The students are excited and become interested in what they are learning. They also tend to

stay focused and on task for longer periods of time. To foster engagement in reading and

research, students need to have a sense that the text they are reading may have the

information that they “need to know” to accomplish a task (Lent, 2012). Having the desire to find

the information is key and one can help encourage this by providing an interesting task.

Engagement of a whole classroom can be difficult to achieve as learners are different and will

be intrigued by different tasks and topics. However, it is still important to strive to achieve this
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and I believe that engagement can be contagious. When one student is talking excitedly about

what they are learning, I think this can help foster excitement in surrounding students. However,

I think the opposite is also true. If one student makes negative comments about the task or

topic, other students are more likely to also buy into this frame of mind.

Fostering the curiosity necessary to lead to engagement is no easy task. Despite my

minimal experience in a classroom, I have already seen the many instances where some

students simply do not want to learn and do not want to be there. I think that engaging these

students will be a challenge that teachers will face throughout their careers; however, there are

strategies we can use to help create an engaged classroom. In their literature review, Parsons

et al. (2011) identified six common elements that can lead to increased engagement. They

suggest that learning should involve interaction, exploration, relevancy, multimedia and

technology, engaging and challenging instruction, and authentic assessment to promote

engagement. An interdisciplinary inquiry project has the potential to include several or even all

of these elements.

Action Research Outline

This action research was based on my involvement in an interdisciplinary inquiry project

that occurred in all of the grade 8 classes at the school in which I was placed for my fall

practicum. I was a part of this project for two weeks, during which I worked with three grade 8

classes in French for the first week and in Healthy Living for the second week. The inquiry

project was centered around the provided question of “how does where one lives affect how one

lives?” The students picked a First Peoples group in Canada and explored this question in their

STEM, Humanities, French and Healthy Living classes. The first part of the project involved

teaching content to provide background information for the students and to introduce them to

the concepts they would be researching. In the second part, the students each picked a First

Peoples group of Canada that they were going to research. They researched the culture,

lifestyle, language, society and environment of their group and also compared the First Peoples’
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lifestyle to their own lifestyle. The students each created a mind map to present their ideas and

findings. The entire project occured over approximately one month.

My research is based on my experience with this project and is centered around the

question “How did the experience of teaching and observing an interdisciplinary inquiry project

impact my understanding of fostering engagement at the grade 8 level/lower secondary school

level?” My data collection occurred before, during and after the project through observations,

conversations, surveys and an interview with my sponsor teacher. I conducted this study as I

was interested to see how the students responded to an interdisciplinary inquiry project. I was

interested to see if it would increase their engagement as I would like to try to facilitate engaging

lessons and projects in my future classrooms.

This study was somewhat limited as I could not conduct formal research and I was also

not involved in the project from start to finish. In the final stages of the project, the students had

most of their classes to conduct research and create the mind maps and it would have been

interesting to see how they responded to this freedom to work on their project, at their own

pace, for the majority of each school day. Also, I did not decide to conduct this research until

after my involvement with the project and therefore I was not making observations as a

researcher during the project. I also have little experience in a classroom and my observations

and inferences are probably different than if I had spent multiple years in a classroom. That

being said, I think there are benefits to coming into the situation with fresh eyes and new ideas

as to what good teaching looks like.

Action Research Process/Methodology

To start this project, the student teachers that were working with the grade 8 classes

taught lessons on note taking and mind mapping. This occurred a week prior to the start of the

project and was intended to prepare them for the project and give them an idea of what the end

result would be. The project started at the same time we, the student teachers, began our two

weeks at the school in late November. Prior to this, we had been in these classes one morning
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a week since the start of classes in September and we had also spent a full week in the classes

in October. During our two weeks, we taught lessons designed to give them the background

knowledge they would need to be able to conduct their own research.

I spent my first week in French classes. To start, we did a lesson that exposed students

to different cultural customs and phrases in different languages. We then did a lesson on some

of the French verbs that could be helpful for the project and then they began researching First

Peoples languages. For the French part of the project, they were to translate a few pleasantries

and phrases into French, the First People language of their chosen First Peoples and a third

language of their choice. The rest of this week was taken up by a youth empowerment summit

hosted by the RCMP.

In my second week in Healthy Living, we taught the students a variety of sports and

skills that First Peoples groups of Canada engage in. Some of these activities were lacrosse,

longball, wrestling and some of the activities that are in the Dene games. The students also

spent two classes working on their food and activity logs. For the Healthy Living part of the

project, the students needed to identify what sports and physical activities their group engaged

in and had to compare and contrast their own eating and exercise habits to those of their First

Peoples.

During the time of the project, I did not know that I would be conducting this research,

therefore my observations were not made through the lens of a researcher. I think this is

primarily to my disadvantage as I am thinking of this time retroactively; however, it is potentially

also somewhat beneficial as I did not adjust my teachings nor focus on certain aspects to

achieve my desired results. Furthermore, I do not think the observations made during this time

were vital to my research. I think the student directed portion of the project would have been a

better indication of engagement. Unfortunately, I did not witness this part of the project;

however, I did get to see the final product of the project, the mind maps, and had the opportunity
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to speak to students about the project and conduct a survey. These follow up actions were my

primary and most informative sources of data.

After the project, I got to attend an event where the students displayed their mind maps

and answered questions from those that attended the event. This event inspired my research

and was very insightful as I got to see the mind maps and talk to many different students. I also

returned to the school one day approximately a month and a half after the completion of the

project to conduct a survey (see Appendix A) with two of the classes I worked with and to

interview my sponsor teacher. My sponsor teacher also showed me the result of a survey they

conducted with the grade 8s about the project. Two hundred and ten grade 8s responded to the

teachers’ survey. In my research, I was attempting to determine if this project increased student

engagement and sought the perspectives of the students and my sponsor teacher, to

accompany my own perspective. By including multiple perspectives and data collection

methods, I am able to enhance my research and its’ credibility.

The Story of My Action Research

During my short time in French, the best example of engagement occurred on the first

day. The students were circulating to different stations around the room where they looked at

infographics from different countries. They had a worksheet to fill in that included “two things

that you find interesting about this country.” The students really seemed to enjoy this activity

and some students were excitedly telling us things that were customary in different countries. I

think this was a good example of engagement as the students were excited and very much on

task. In healthy living, I would not say that the students were more engaged than normal but

given that these lessons were to provide background knowledge for their inquiry project, they

were not delivered in a different way than previous physical education lessons.

What I believe is more informative than my two weeks at the school, is the time after I

left, when the students had open blocks to conduct their research and create their mind maps.

Given that I was not present to make observations, I am using conversations, survey results and
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my sponsor teacher’s perspective to inform my research. In order to experience flow, enjoyment

is necessary and in my mind, the first step. Therefore many of the questions I posed to my

sponsor teacher and the students, focused on the students’ enjoyment of the project.

All of the grade 8 students in the school came to Vancouver Island University, one

afternoon, to display their mind maps and answer questions from attendees. I circulated the

room, looking at the many mind maps and asking students questions. Some of the mind maps

were absolutely incredible and students clearly put in a ton of time into them. I was both

surprised and impressed by the products of this project. In talking to the students, mostly ones

that I had taught, I was surprised that some of students that were typically uninterested in

school said that they really enjoyed this project. This is what really intrigued me. In talking with

the students, they brought up some aspects of the project that they either liked or didn’t like and

I used to make my survey to see if other students agreed with these statements.

The results of the survey (See Appendix B) were quite varied with the exception of the

first statement “I liked that we were working on it in every class.” 26 of the 34 students that

responded to the survey either agreed or strongly agreed with this statement. This result could

be interpreted to mean that the students liked the interdisciplinary aspect of this project. It could

also mean that they liked that they only had one thing to work on or that they really enjoyed the

project and therefore liked that they got to spend so much time on it. I found the mixed

responses to “I enjoyed the inquiry question” quite interesting. I think enjoying the question of an

inquiry project would be huge contributing factor to enjoying the overall project. If one did not

enjoy the question, they are probably not interested in exploring it. One student stated “I liked

that it was fun but I didn’t like the inquiry question.” Another student said, “I liked the topic but

didn’t like making the mind map.” Given that making the mind map was such a big part of the

project, not liking this aspect would have probably greatly affected that student’s enjoyment of

the project. There were also a few comments that suggested the students’ liked the inquiry
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aspect of the project including “I liked finding facts and organizing them on our paper” and “I

liked that we got to research, then present our knowledge.”

Another interesting result of the survey was that in the response to the open-ended

question, “what did you like or not like about the project?,” many students commented on the

amount of class time they had to work on it. There were many contrasting comments like “I liked

that we had lots of class time to work on it” and “I did not like that the time to work on it was too

short”. This goes to show that students all work at different paces and need different amounts of

time to complete the same work. This also could be reflective of how much effort they put into

the project. Perhaps the ones that said they didn’t have enough time, put a lot more effort into

their mind map. Although there were certain things that had to be on the mind map, they was

clearly a wide range in the amount of time students spent on the artistic aspect of the mind

maps.

My sponsor teacher also allowed me to view the results of a survey the teachers gave to

the grade 8s. They were able to reach a lot more students than I did with mine as 219 students

responded. 47% of the students that responded said they enjoyed the project. 55% of the

students said that the teachers should do this project again, with 21% being neutral and only

24% disagreeing with this statement. 58% said they were excited for their next inquiry project

which will be on a topic of their choice. Given that the number of students that are excited for

the next project was greater than the number of students that enjoyed this project, I can infer

that some students may not have enjoyed this project due to the prescribed inquiry question. I

find it interesting that the number of students that thought the teachers should continue this

project was greater than the number that enjoyed this project. I find it hard to believe that they

would want the project to continue if they did not enjoy it. I think that this goes to show that

survey results are not necessarily the best indicator of students true thoughts as there are a

variety of factors that could influence their responses and they may not spend much time

thinking about their responses.


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From my sponsor teachers perspective, she thought the students enjoyed the project for

the most part. However, she found that many of them did not use their class time effectively and

had to rush at the end. Some students also expressed this in my discussions with them and

found that to be a valuable learning experience about time management. One student

commented on the survey “I liked the part where all of a sudden everybody was finishing up and

I was just in the middle. That feeling of rush. I liked that.” To me, this comment shows that just

because the student may not have used his or her time effectively at the start, it does not

necessarily mean they were not engaged. My sponsor teacher thought that the project would

have been better to do later in the year as they did the year before with this project. It is difficult

to do it early on in French, as they haven’t yet learnt a lot of French. Also, she thought that there

was maybe too many people involved with all of the student teachers being there for the first

two weeks and then passing it back to the teachers to do the second half. She said that many

students did not like the inquiry topic. She thinks that the interdisciplinary inquiry project that

they will be doing in the spring will be better as the student will be able to pick their topics. She

also expressed that she thinks interdisciplinary and inquiry projects are good teaching methods

that she intends to continue to use.

Based on my various data collections, I have found that an interdisciplinary inquiry

project can engage some students at the lower secondary level. There was evidence to suggest

that some students really enjoyed this project. It is important to realize that not every inquiry

interdisciplinary project will result in increased engagement as it will be situation specific. It

depends on the project, the topic, the structure of the project and most importantly the students.

All students are different and respond differently to various teaching methods.

The literature also supports my theory that interdisciplinary inquiry projects can lead to

increased engagement and Parsons et al. stated that “classroom practices reported to engage

learners are predominantly inquiry based, problem-based, and exploratory” (2011, p.38). As

previously stated, the common elements to increase student engagement are interaction,
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exploration, relevancy, multimedia and technology, engaging and challenging instruction, and

authentic assessment (Parsons et al., 2011). There are many different ways to conduct an

interdisciplinary inquiry project and you can easily incorporate many or even all of these

elements.

Further Reflections and Continuing Questions

I think it would be interesting and informative to do another interdisciplinary inquiry

project with a class of my own and students that I know well. I would like to be a part of a project

like this from start to finish to get a better sense of students reactions. It would be interesting to

see how the same grade 8 students respond to the more open-ended inquiry project that they

will be doing this spring. I imagine that the freedom of choice will increase their enjoyment of the

project. I think for inquiry projects, choice in the topic is important because then the student will

more likely be interested and curious about the topic. I also think it would be interesting to let the

students decide how they will present their findings or at least give them a few options. Mind

maps worked really well for some students, primarily ones that enjoy the freedom to be creative,

but not very well for others. It is always important to recognize your students as unique human

beings with different interests, needs and talents. In order to foster engagement in the

classroom, I think it is really important to give students a lot of choice and freedom so that they

can learn and present their learning in ways that work for them. I think there should also be

times where they work on areas that are not their strengths but it is important to recognize that

making them work in these areas may decrease engagement.

This experience was quite valuable as it was my first experience with an interdisciplinary

inquiry project in a high school. I gained valuable insight on how I could effectively conduct a

project like this one. I have also gained knowledge on what is engagement, what does it look

like in the classroom and some ideas to help foster it in my own classroom. This shift towards

student centered learning is exciting for me as an educator and it is my hope that it will be

empowering for my students.


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Conclusion

“The traditional purpose of education was to best prepare students to serve society’s

needs – to be productive and effective in the world of work. And, curriculum adopted these

purposes. If curriculum followed today, it would work to help create highly adaptive, engaged

learners and problem solvers” (Parsons et al., 2011, p.29). In order to prepare our students for

life after high school, we need to change our curriculum and teaching methods to reflect the

changing values of our society. With advances in technology, memorizing information is no

longer relevant and we therefore need to shift towards student centered approaches to try to

help them develop the skills necessary to thrive. As Parsons et al. (2011) noted “education must

enable individuals to discover what they need to know rather than just having static knowledge.

Society will need college graduates with mental agility and adaptability” (Clayton-Pedersen &

O’Neill, 2005, p. 9.13). We must move away from the idea that teachers are the knowledge

keepers and move towards student centered learning where the students problem solve and

find the relevant information themselves. In order to succeed with student centered approaches,

student engagement is necessary. We must now seek ways to empower students to want to

learn and better themselves and the world. Given that this is a fairly new concept in education

and that most current educators were not personally taught in this way, it will take time and

experimenting to determine the best ways to do this.


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References

Banchi, H., & Bell, R. (2008). The many levels of inquiry: Inquiry comes in various forms.

Science and Children, 46(2), 26.

Bunterm, T., Lee, K., Ng Lan Kong, J., Srikoon, S., Vangpoomyai, P., Rattanavongsa, J., &

Rachahoon, G. (2014). Do different levels of inquiry lead to different learning outcomes?

A comparison between guided and structured inquiry. International Journal of Science

Education, 36(12), 1937-1959. 10.1080/09500693.2014.886347

Csikszentmihalyi, M., & Asakawa, K. (2016). Universal and cultural dimensions of optimal

experiences: Flow, culture, and human evolution. Japanese Psychological Research,

58(1), 4-13. 10.1111/jpr.12104

Guthrie, J. T. (2008). Engaging adolescents in reading. Thousand Oaks, CA: Corwin Press.

Lent, R. C., & Association for Supervision and Curriculum Development. (2012). Overcoming

textbook fatigue: 21st century tools to revitalize teaching and learning. Alexandria, Va:

ASCD

Lynott, F. J., III, Kracl, C. L., Knoell, C. M., & Harshbarger, D. (2013). Using the shared

integration approach: A more "authentic approach" to middle school interdisciplinary

lessons in health, mathematics, science, and literature. Strategies: A Journal for

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and Sport Educators, 26(3), 13.

Parsons, J., Taylor, L., University of Alberta, & Canadian Electronic Library (Firm). (2011).

Student engagement: What do we know and what should we do?. Edmonton, Alta:

University of Alberta.

Saavedra, A. R., & Opfer, V. D. (2012). Learning 21st-century skills requires 21st-century
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teaching. The Phi Delta Kappan, 94(2), 8-13. 10.1177/003172171209400203


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Appendix A
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Appendix B
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