Curriculum Integration Reflection

Curriculum Integration
Author(s): J. A. Gibbons
Source: Curriculum Inquiry, Vol. 9, No. 4 (Winter, 1979), pp. 321-332
Published by: Blackwell Publishing
Reflection
The concept of integrating two curriculums was most clearly illustrated to me by the image of a spectrum with overlapping ideas. I will focus on the author’s example of integrating math and physics, since I am a math teacher. Math is at the pure end of the spectrum and physics is on the applied end of the spectrum. Some topics overlap on the spectrum, but it is the modification of one domain to fit the other domain that truly exhibits integration. Mathematical equations which model physical behaviors always have caveats. For example, when I teach quadratic functions, I like to use the example of motion. However, in order for a parabola to truly model the physical situation we must ignore friction and assume motion only in the vertical direction. This concept was summarized by the author when he discussed “idealizing physics” in order to include mathematics and “de-idealizing” math in order to model physics. Both domains undergo changes therefore integration is achieved via metamorphosis.
Another intriguing idea discussed in the article was multidisciplinary versus integrated instruction. A distinction was made between the two similar concepts in the following way. When two disciplines are brought together to achieve the same outcome, but no synthesis occurs, it is called multidisciplinary instruction. When the two disciplines are synthesized, it is called integrated instruction. Back to the example of math and physics, if quadratic functions are studied from the math perspective and the physics perspective separately, then this is a multidisciplinary approach to teaching quadratic functions. If quadratic functions are explored while combining math and physics concepts, then an integrated approach is being taken.
I now have a deeper understanding of what it means to integrate curriculums. I think the biggest hurdle is that each curriculum must be modified in order to achieve this integration. In practice, one teacher is usually not skilled or educated enough in more than one discipline to truly achieve integration.