Implementation of Integrated Science Curriculum: A Critical Review of the Literature

N

23

Science Curriculum; Integrated Curriculum; Interdisciplinary Approach; Curriculum Implementation; Educational Research; Journal Articles; Foreign Countries; Instructional Effectiveness; Science Instruction; Secondary School Students; High School Students; Undergraduate Students; Educational History

United Kingdom; United States; Canada; Belgium; Netherlands; Brunei; Singapore; Malaysia; Hong Kong; China; India; Indonesia; Philippines; Thailand; Nigeria; Gambia; Botswana; Lesotho; Jamaica; Swaziland; Saudi Arabia; Qatar; Jordan; Egypt; Colombia; Australia; Papua New Guinea; New Zealand; Germany; Barbados

2149-360X

The current trend in science learning leans more towards interdisciplinary (integrated) learning. Before 1989, several studies reviewed articles related to integrated science. However, research discussing articles on integrated science from 1996 until the present day is not yet available. The purpose of this study was to review 36 empirical research articles on integrated science published from 1996 to 2019. Most of these articles were taken from Scopus-indexed journals. The research approach used was a qualitative research design. The results of this study show that integrated science has been implemented in various countries. Nonetheless, the implementation of integrated science did not prove out as successful as expected. Students' perception of integrated science is difficult, boring, uninteresting, and abstract. There are several issues in the implementation of integrated science learning: the inconsistency of teachers' educational backgrounds with integrated science, as well as underdeveloped textbooks and curriculum. Implementation of integrated science learning is effective for improving student skills.

As Provided

2020

ED606270