How Can the Teaching of Woodwork and Science at Secondary School Level Be Integrated?

Autor/in	Assani, Sydney P.
Institution	Linkoping Univ. (Sweden). Dept. of Education and Psychology.
Titel	How Can the Teaching of Woodwork and Science at Secondary School Level Be Integrated?
Quelle	(1989), (92 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	91-7870-490-1
Schlagwörter	Hochschulschrift; Course Content; Curriculum Design; Curriculum Research; Developing Nations; Foreign Countries; Industrial Arts; Instructional Design; Instructional Development; Integrated Activities; Interdisciplinary Approach; Science Instruction; Science Teachers; Secondary Education; Shop Curriculum; Unified Studies Curriculum; Vocational Education; Woodworking; Zimbabwe + Suchen Sie Ihr Suchwort? Kursprogramm; Lehrplangestaltung; Curriculum; Research; Curriculumreform; Lehrplan; Forschung; Developing country; Developing countries; Entwicklungsland; Ausland; Industriekultur; Kunstgewerbe; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching improvement; Unterrichtsentwicklung; Integrierender Unterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Sekundarbereich; Kombinationsstudiengang; Ausbildung; Berufsbildung; Holzbearbeitung; Simbabwe
Abstract	A study was made of how to integrate science instruction (specifically, science for Zimbabwe syllabus number 50006) and woodworking. In order to formulate its recommendations, the study sought to analyze course syllabi; collect data on teachers' years of teaching within and without their areas of specialization (woodworking and science); analyze the implementation of the courses; determine the possible flexibility in the use of human and physical resources across academic departments; and establish the willingness of teachers and heads of departments to integrate woodworking and science. Three secondary schools in Zimbabwe participated. Data were collected through a questionnaire administered to 132 students and through interviews of 2 subject education officers, 3 head- and deputy headmasters, 5 heads of departments, and 11 science and 3 woodworking teachers. The following recommendations were made: (1) the type of integration method most suitable was a modification of the correlation method (used to develop common relations between subjects) called interdependence integration, in which teachers teach as they usually do but try to link the elements of their course with the other subject; and (2) a staff development program should be employed to prepare teachers. (A 21-item bibliography and an appendix containing interview schedules and the questionnaire conclude the document.) (CML)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC