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Some research findings
There are differing views amongst educators about
the benefit of curriculum integration. This is largely due to
the range of approaches that the term ‘curriculum integration’
encompasses and because research findings in the area are both
limited and inconclusive. In essence, some integrated approaches
have been found to enhance learning for some learners in some
contexts, while other approaches have been found to have little
benefit for some learners.
A review of the literature indicates that:
- the concept of curriculum integration has developed over several
decades. There is currently renewed activity and interest in this
area, coinciding with educational reform and the development of
curriculum and assessment standards
- much of the debate in the area appears to be centred around,
on the one hand, promoting a student-centred approach that takes
the experiences of young learners as a starting point for the
curriculum and, on the other hand, the need to maintain the integrity
of subject areas
- many writers are suggesting that this should not be an issue
and that both concerns can be accommodated through multi, inter,
or intra disciplinary approaches. Some writers, such as Beane
(on the ‘integration’ side) and Klein (on the ‘non-integration’
side), argue that this is too much of a compromise and serves
neither side well
- ‘curriculum integration’ is occurring in a variety
of ways, but there is no agreement on what it means
- curriculum integration requires more than just curriculum change.
It also requires subject specialists looking beyond established
‘boundaries’.
This list of papers, research reports and articles provides some
insight into research findings and viewpoints regarding curriculum
integration practices. This list will be expanded as additional
literature is reviewed as part of the ongoing Linkages project.
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