Interdisciplinary teaching and learning (ITL), also termed cross-curricular teaching and learning, and curricular integration, is a prevailing trend among K-12 educational practitioners and policymakers. However, with the exclusion of specific disciplinary combinations such as Science, Technology, Engineering, and Mathematics (STEM) or Content and Language Integrated Learning (CLIL), the empirical scholarship on ITL in K-12 settings is unsystematic, leading to difficulties in knowledge integration. In this article, we take stock of the existing empirical literature on ITL at the K-12 level within the humanities, arts, and social sciences, examining how educational scholars have understood and implemented ITL in peer-reviewed research articles. We show how existing scholarship on ITL includes a broad range of definitions and conceptual framings of interdisciplinarity; discuss the portrayal of the process for designing and implementing ITL curricular units; and categorize the scholarly objectives of ITL research. We conclude by offering recommendations to guide the future development of this burgeoning field of study.

中文翻译：

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K-12 级别人文、艺术和社会科学的跨学科教学和学习：范围界定审查


跨学科教学（ITL），也称为跨课程教学和课程整合，是 K-12 教育从业者和政策制定者的普遍趋势。然而，由于排除了科学、技术、工程和数学（STEM）或内容和语言整合学习（CLIL）等特定学科组合，K-12环境中ITL的实证研究并不系统，导致知识获取困难。一体化。在本文中，我们盘点了人文、艺术和社会科学领域 K-12 级别 ITL 的现有实证文献，研究了教育学者如何在同行评审的研究文章中理解和实施 ITL。我们展示了现有的 ITL 学术如何包括跨学科的广泛定义和概念框架；讨论设计和实施 ITL 课程单元的过程；并对 ITL 研究的学术目标进行分类。最后，我们提出建议来指导这一新兴研究领域的未来发展。