Perceptions of mathematics, science, and technology teachers of an interdisciplinary curriculum in a middle school

Abstract

The purpose of this study was to obtain the attitudes and perceptions of mathematics, science, and technology teachers in the White Bear Lake Middle Schools about an interdisciplinary curriculum. All teachers participating in this study taught in one of the above disciplines in the middle school. The study explored why education continues to teach traditional curriculums. First and foremost, it examined how disciplines within education were formed and how they have remained isolated from each other. It continued by explaining how educational reform prevents schools from using unique curriculums due to requirements placed on them. Next, the study detailed the confusion of what exactly an interdisciplinary curriculum is and what the curriculum brings to students. Finally, a rationale was formed why an interdisciplinary curriculum should be implemented in the White Bear Lake Middle Schools. A survey was used to gather information from the teachers. Data was collected, analyzed, and reported. The research data determined teachers were more comfortable teaching their current curriculum. Further studies are recommended to determine how others within education view an interdisciplinary curriculum.