New Perspectives in Science Education

It is intended to reflect on the concept of interdisciplinarity and its use in the teaching-learning process, with a view to overcoming a rigid compartmentalization of disciplinary knowledge, thus contributing to a more global and integrative education of 21st century students. The formal structure of academic curricula reflects an over-specialization of knowledge and this causes an undesirable disconnection of the contents taught between disciplines and, sometimes, in a single discipline. The interdisciplinary approach presupposes a break with the more traditional teaching methods. It is a challenge and a behavioural change for teachers and students, requiring the training of teachers, the adoption of new educational policies, with the reformulation of curricular plans. Adequate governance policies, financial incentives, and marketing policies are still essential. Although the interdisciplinary approach is complex because it integrates diverse syllabus, disciplines and individuals from the academic and community context, this is a motivating pedagogical strategy that has several advantages. The methodology used in this article is to review the literature on the topic, which frames the report of a positive experience by the author, a teacher in higher education.

Keywords: Interdisciplinarity; Higher Education; Students; Motivation; Changes.

References (partial list): 

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