Interdisciplinary teaching hopes to generate ideas and understandings that are more comprehensive than a single discipline alone generates. Multidisciplinary teaching simply hopes to bring more than one perspective to an issue, problem, or idea.

1. SCIENCE –
THE FORM OF INTERDISCIPLINARY LEARNING
PRATYUSHA RANJAN SAHOO
PhD Research scholar
REGIONAL INSTITUTE OF EDUCATION,
BHUBANESWAR.
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2. CONTENT
 What is science ?
 Science as a discipline
 Multidisciplines vs interdisciplines.
 Discipline vs interdisciplines
 Conclusion.
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3. SCIENCE IS ….
Science- L. scientia- knowledge.
The intellectual and practical activity encompassing the
systematic study of the structure and behaviour of the
physical and Natural world through observation,
identification, description, experimental investigation and
theoritical explanation.
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4. BACK DROP
 During 1970’s and 1980’s, UNESCO promoted integrated
science and published a series of new trends in integrated
science books.
 This was in an attempt to promote science to student as a
unity, rather than a fragmentation of many sub-disciplines.
 And to encourage teaching away from factual recall and into
guided discovery or guided enquiry.
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5. The integrated science courses consisted of some
biology, with some physics with some chemistry.
But there were evidences of true integrations. For e.g.
 Energy transformations comes in Physics, Chemistry,
Biology.
 Photosynthesis taught as part of the teaching of common
gases.
 Any links to everyday life were as examples of an
application i.e. technological use of scientific principles.
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6. This approach involved the students in learning
the skills of meaningful observations,
experimenting,
thinking about usefulness through the ideas
involved
and then seeing its usefulness through
applications.
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7. SCIENCE AS A DISCIPLINE
 DISCIPLINES are knowledge domains which include
 type of knowledge, methods and practices of a scientific
community,
 the ways in which these practices are socially validated,
 and the ways in which they constitute definite
organisational entities that are specific to different cultures,
spaces and times.
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8.  In academic grounds, interdisciplinarity typically
applies to four realms:
 Knowledge
 Research
 Education
 Theory.
 There are many problems in society which cannot be
fully addressed by one scientific discipline.
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9.  The natural sciences tell us what the world is made of is
structured into a complex network of interdependent
systems, and explain the behaviour of a given localised
system
 The social sciences seek to explain the human world and
figure out how to predict and improve it.
 The humanities express human aspirations, interpret, and
assess human achievements and experience and seek
layers of meaning and richness of detail in written texts,
artifacts and cultural practices.
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In that way, multidisciplinary teaching is additive while
interdisciplinary teaching is integrative.
Interdisciplinary teaching must
be distinguished from
multidisciplinary.
 Interdisciplinary teaching
hopes to generate ideas
and understandings that
are more comprehensive
than a single discipline
alone generates.
Multidisciplinary
teaching simply
hopes to bring more
than one perspective
to an issue, problem,
or idea.
Interdisciplinary Vs multidisciplinary

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 Interdisciplinary insights
into a common problem
from two disciplines (A+B)
are integrated to construct
a more comprehensive
understanding.
A
C
B
 Multidisciplinary insights
into a common problem
from two disciplines (A+B)
are consulted but no
integration occurs.
A A
B B

12. SCIENCE AS A MULTIDISCIPLINE
 Multidisciplinary (many disciplines) gives an insight to a
common problem from different aspects.
 Here, in this case no integration takes place, but some
additive informations help to relate one thing from other.
 It helps to visualise the problem from different
prospectives.
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13. MEANING OF INTERDISCIPLINARY STUDIES
 Interdisciplinary studies or interdisciplinarity concerns “
integration ’’.
 Integration literally means to make whole.
 Integration is a process by which ideas, data, informations,
methods, tools, concepts, theories from two or more
disciplines are synthesized, connected and blended.
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14. Aspects of the prefix “inter”summarized
Three important aspects of the prefix “ inter” may be
summarized as follows.
 The contexted space between disciplines.
 The action taken or disciplinary insights called integration.
 The result of integration that constitutes a cognitive
advancement, called a more comprehensive understanding.
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15. EMERGENCE OF INTERDISCIPLINARITY.

Transdisciplinary
 Interdisciplinary
Multidisciplinary
 within one subject
 Fusion
Traditional
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The material is taught through
the lens of only one discipline.
A topic is inserted into
several subject areas.
The subdisciplines are
integrated within one
subject area, such as
physics, chemistry,
biology integrated as
science.
Gives insight to
common problem from
different prospectives
many disciplines integrated to
construct a more
comprehensive understanding.
Planning begins from a
real life text. Thinking
takesplace beyond the
disciplines

16. INTEGRATED SCIENCE COURSE CONSISTS OF…….
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Natural science
Physics
Chemistry Biology

17. SPECIFICATION OF PHYSICS
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Physics
acoustics
cryogenics
Chemical
physics
astrophysics
dynamics
biophysics
optics
mechanics
agrophysics
cosmology
Physics

18. SPECIFICATION OF CHEMISTRY
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CHEMISTRY
PETROCHEMISTRY
PHYTOCHEMISTRY
ELECTROCHEMISTRY
PHYSICAL CHEMISTRY
IMMUNOCHEMISTRY
THERMODYNAMICS
NEUROCHEMISTRY
ORGANIC CHEMISTRY
INORGANIC CHEMISTRY
AGROCHEMISTRY
CHEMISTRY

19. SPECIFICATION OF BIOLOGY
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BIOLOGY
NEUROBIOLOGY
IMMUNOBIOLOGY
MICROBIOLOGY
MOLECULAR
BIOLOGY
BIOPHYSICS
GENETICS
BIOCHEMISTRY
BIOSTATISTICS
COMPUTATIONAL
BIOLOGY
BIOINFORMATICS
BIOLOGY

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science
science
science
science
Physical
education,
music
Home
science
Environ-
mental
science
Social
science
Science as a interdiscipline

21. INTEGRATED CURRICULUM SHOULD BE A PART BECAUSE………
 To address the inherent complexity of the world.
 Overcomes rigid perception of subject boundaries.
 Support the claim that all knowledge is interrelated.
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22. SIGNIFICANCE OF INTERDISCIPLINARITY
 Helps to develop ……
 Knowledge
 Comprehension
 Application
 HOTS
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23. DISCIPLINES VS INTERDISCIPLINES
Disciplines interdisciplines
Claim a body of knowledge about certain
subjects or objects.
Claims depth of analysis, breadth of
coverage and utility.
Have methods of acquiring knowledge and
theories to order that knowledge.
It involves drawing an relevant disciplinary
insights, concepts and methods to produce
integrated knowledge.
Seek to produce new knowledge, concepts
and theories within or related to their
domains.
Produces new knowledge, more
comprehensive understandings, new
meanings and cognitive advancement.
Are self content and seek to control their
respective domains.
Is largely dependent on the other
disciplines. 23

24. CONCLUSION
Science with interdisciplinary, uses concepts of science and
of technology as well as an informed reflection of ethical
values in solving everyday problems and making
responsible decisions in everyday life including work and
leisure.
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