Honors Projects

Abstract

This research examines the use of interdisciplinary instruction in the early education classroom and how it impacts students' connection of knowledge across learning domains. This study looks specifically at a second-grade classroom in a midwestern state. The primary learning domains of social studies, science, mathematics, and language arts were focused on. The study is broken up into two phases: observation and implementation. Prior to the observation phase, a four-part interdisciplinary lesson plan on dinosaurs was created, including transition activities, vocabulary, state standards, and activities. After the creation of the lesson plans, the observation phase took place in which a typical day in the classroom was observed. Next, the implementation phase took place on a predetermined school day in March 2022. The teacher taught the predetermined lessons and the student’s participation, body language, and responses were recorded and observed. The study found that interdisciplinary instruction can significantly increase engagement in the classroom. The study also found that a cross-content lesson structure can prompt student connections between subjects and create a learning environment that mirrors the way humans encounter problems outside of the classroom. Although the study shows positive impacts on the field of education, there are limitations within interdisciplinary instruction, and more research must be done to determine the extent to which it increases students' connection of knowledge.

Department

Education

Major

Early Childhood Education – Inclusive

First Advisor

Gabriel Matney

First Advisor Department

School of Teaching and Learning

Second Advisor

Sandra Zirkes

Second Advisor Department

Mathematics and Statistics

Third Advisor

Joanna Weaver

Third Advisor Department

School of Teaching and Learning

Publication Date

Spring 4-19-2022

Additional Files
Paleontologist File PDF.pdf (996 kB)
Defense Presentation.pptx (732 kB)
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