|M.Sc Student||Fishbein Shay|
|Subject||Evaluation of Interdisciplinary Learning in Science and|
|Department||Department of Education in Science and Technology||Supervisors||Professor Shlomo Waks|
|Dr. Jacob Shragai|
Effective education in modern world circumstances necessitates a breaking down of the boundaries between the disciplines of science and technology in general, as well as between the different areas within technology. Now a days, strict boundaries do not exist any more in reality of science and technology, and education should reflect this situation.
The research discussed in this study centers around the development of an interdisciplinary curriculum for high school students in science and technology. The concept behind this curriculum differs substantially from the traditional curricula teaching methods of science and technology especially regarding contents interrelationships and particularly the teaching method. Technology is presented as an integral part of the science curriculum; Learning about various types of technologies is combined with science education, so that students develop a viewpoint of science and technology as an unified whole.
The interdisciplinary curriculum is based on two main concepts by which disciplines are integrated: Analogy between phenomena from various disciplines and, links and dependency within the multidisciplinary system.
The aims of the experimental educational program was to develop a new interdisciplinary curriculum based on analogy and multidisciplinary system, educate students to gain control of interdisciplinary contents in science and technology disciplines. The research focused on the interrelationship between logical thinking, intuition in science and technology and attitude of the student towards interdisciplinary learning, as well as achievements in interdisciplinary learning in science and technology.
The research confirmed a significant improvement in the scientific and technological intuition of the students, learning in the experimental groups in comparison to the control group. In addition, the students in the experimental groups showed greater abilities in logical thinking processes.