dc.contributor.author | Holmbukt, Tove Elinor | |
dc.date.accessioned | 2020-05-19T10:40:11Z | |
dc.date.available | 2020-05-19T10:40:11Z | |
dc.date.issued | 2018-08-06 | |
dc.description.abstract | The Norwegian national curricula for primary and secondary education are currently
undergoing reforms, which will be implemented from 2020. The underlying documents
regarding the reform are studied in this article, and conclude that learners should be
provided with beneficial conditions to develop values and knowledge to manage their
lives well. An essential notion is ‘deep learning’ whose implication seems to be
acquisition of more in-depth knowledge and understanding of subject areas. The present
article argues that learning is about making connections, whether it be noticing
connections between isolated subject areas, or, perhaps, between theoretical concepts and
practical tasks. Further, the article argues that interdisciplinary approaches extend
knowledge as they typically work across subject areas and support learners in discovering
disciplinary connections. Claims are made that interdisciplinary strategies have the
capacities to facilitate various learning styles, motivation and variation. Such facilitations
are required in education that is democratic and which targets all learners. Hence, the
article argues that interdisciplinarity and deep learning are concepts that work together,
and in which critical thinking and creativity are core elements. The argumentation is
based on the four official documents NOU 2014:7, NOU 2015:8, Report to the Storting
28, The Standing Committee on Education, Research and Church Affairs’
recommendation to the Storting 19 S, as well as, data findings discussed in a master study
which discusses teachers’ perceptions of interdisciplinarity and learning. | en_US |
dc.identifier.citation | Holmbukt TE. Interdisciplinary approaches for deep learning. Nordic Journal of Modern Language Methodology. 2018;6(1):3-24 | en_US |
dc.identifier.cristinID | FRIDAID 1605009 | |
dc.identifier.doi | https://doi.org/10.46364/njmlm.v6i1.425 | |
dc.identifier.issn | 1894-2245 | |
dc.identifier.uri | https://hdl.handle.net/10037/18337 | |
dc.language.iso | eng | en_US |
dc.publisher | Department of Foreign Languages and Translation, University of Agder | en_US |
dc.relation.journal | Nordic Journal of Modern Language Methodology | |
dc.rights.accessRights | openAccess | en_US |
dc.rights.holder | Copyright 2018 The Author(s) | en_US |
dc.subject | VDP::Social science: 200::Education: 280 | en_US |
dc.subject | VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 | en_US |
dc.title | Interdisciplinary approaches for deep learning | en_US |
dc.type.version | publishedVersion | en_US |
dc.type | Journal article | en_US |
dc.type | Tidsskriftartikkel | en_US |
dc.type | Peer reviewed | en_US |