Students’ beliefs and experiences of interdisciplinary learning

Research output: Contribution to journalArticle

Abstract

This study explored senior secondary students’ beliefs and experiences of learning an interdisciplinary curriculum, Liberal Studies, in Hong Kong. Through the analysis of focus-group interviews with 168 students, most of the students were found to enjoy or at least not resist interdisciplinary learning, and preferred to study real-world contemporary issues. More than half of the students, however, expressed their relative lack of confidence in interdisciplinary learning because of the difficulties they encountered in Independent Enquiry Studies and the public examination. The students were also found to have undertaken examination-oriented activities when the public examination approached. The study sheds light on the realization of interdisciplinary learning in secondary education in contexts where teacher-centred pedagogy and an accountability agenda remain influential. Copyright © 2017 National Institute of Education, Singapore.
Original languageEnglish
Pages (from-to)375-388
JournalAsia Pacific Journal of Education
Volume37
Issue number3
Early online dateMar 2017
DOIs
Publication statusPublished - 2017

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learning
experience
student
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interdisciplinary curriculum
secondary education
Hong Kong
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responsibility
lack
teacher
interview
Group

Citation

Zhan, Y., So, W. W. M., & Cheng, I. N. Y. (2017). Students’ beliefs and experiences of interdisciplinary learning. Asia Pacific Journal of Education, 37(3), 375-388.

Keywords

  • Interdisciplinary learning
  • Senior secondary students
  • Learning experiences
  • Beliefs
  • Liberal Studies