Welcome to the InfoSci Platform
Integrated Projects and the Development of Interdisciplinary Problem-Solving Strategies

Integrated Projects and the Development of Interdisciplinary Problem-Solving Strategies

Paul C. King
Copyright: © 2014 |Pages: 23
ISBN13: 9781466645028|ISBN10: 1466645024|EISBN13: 9781466645035
DOI: 10.4018/978-1-4666-4502-8.ch079
Cite Chapter Cite Chapter

MLA

King, Paul C. "Integrated Projects and the Development of Interdisciplinary Problem-Solving Strategies." K-12 Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2014, pp. 1365-1387. https://doi.org/10.4018/978-1-4666-4502-8.ch079

APA

King, P. C. (2014). Integrated Projects and the Development of Interdisciplinary Problem-Solving Strategies. In I. Management Association (Ed.), K-12 Education: Concepts, Methodologies, Tools, and Applications (pp. 1365-1387). IGI Global. https://doi.org/10.4018/978-1-4666-4502-8.ch079

Chicago

King, Paul C. "Integrated Projects and the Development of Interdisciplinary Problem-Solving Strategies." In K-12 Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1365-1387. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-4502-8.ch079

Export Reference

Mendeley
Favorite

Abstract

Interdisciplinary problem solving and research skills require early preparation in two categories: critical thinking and communication. This chapter reviews the two-year process of interdisciplinary curriculum development, shaped by collaboration between the New York City Department of Education, the New York City College of Technology of the City University of New York, and City Polytechnic High School of Engineering, Architecture, and Technology. The resulting course, “Inter-Academy Integrated Projects” (IP), emphasizes multidisciplinary problem solving that includes creativity, observation, research, visual and discursive communication, and reflection. The collaborative lessons make use of project-based methodology and emphasize social responsibility. Core skills are combined across the two trimesters of IP. This endeavor will be contrasted and compared to the work of the Partnership for the 21st Century Skills by examining the use of high-impact learning practices, feedback from students and teachers, and the issues surrounding the implementation of any new curriculum.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.