‘We Often Forget It Was a Disaster’: Cross-Curricular Teacher Collaboration to Develop a Curriculum Unit on the Titanic Disaster DOI Creative Commons
Wonyong Park, Neta Shaby,

Rachele Newman

et al.

Science & Education, Journal Year: 2024, Volume and Issue: unknown

Published: July 19, 2024

Abstract There is a growing emphasis on integrating school subjects and cross disciplinary boundaries to address local global challenges, particularly when teaching about complex sensitive issues such as disasters. This study explores how the integration of science history can facilitate learning disasters through cross-curricular teacher professional development project in England. Seven teachers (four history, three science) from state-funded secondary schools two museum educators Southampton, UK collaborated with university researchers over eight months develop curriculum unit Titanic disaster for Key Stage 3 pupils (aged 11–14). Through qualitative analysis feedback, workshop recordings artefacts, interviews, we illustrate teachers’ initial excitement at prospect this was then tempered by practical logistical challenges that prevented their ideas materialising into unit. Nevertheless, found CPD helped them see attend connections across curriculum. Teachers rediscovered tragic event historical significance students, which needs be taught reverence ethical sensitivity. Using an example, points potential collaboration holistically schools.

Language: Английский

‘We Often Forget It Was a Disaster’: Cross-Curricular Teacher Collaboration to Develop a Curriculum Unit on the Titanic Disaster DOI Creative Commons
Wonyong Park, Neta Shaby,

Rachele Newman

et al.

Science & Education, Journal Year: 2024, Volume and Issue: unknown

Published: July 19, 2024

Abstract There is a growing emphasis on integrating school subjects and cross disciplinary boundaries to address local global challenges, particularly when teaching about complex sensitive issues such as disasters. This study explores how the integration of science history can facilitate learning disasters through cross-curricular teacher professional development project in England. Seven teachers (four history, three science) from state-funded secondary schools two museum educators Southampton, UK collaborated with university researchers over eight months develop curriculum unit Titanic disaster for Key Stage 3 pupils (aged 11–14). Through qualitative analysis feedback, workshop recordings artefacts, interviews, we illustrate teachers’ initial excitement at prospect this was then tempered by practical logistical challenges that prevented their ideas materialising into unit. Nevertheless, found CPD helped them see attend connections across curriculum. Teachers rediscovered tragic event historical significance students, which needs be taught reverence ethical sensitivity. Using an example, points potential collaboration holistically schools.

Language: Английский

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