Conclusion
This article has suggested a model that builds on General Didactic concepts and principles as
a framework for multidisciplinary teaching planning and implementation. General Didactics provides
a frame of reference for teachers’ planning, implementing, and reflecting on the aim and relevance of
multidisciplinary education. In this study we have combined Wolfgang Klafki’s Bildung-centred
/critical-constructive Didaktik with Wolfgang Schulz’s learning-centred/teaching-centred Didaktik
to explain the importance of questions of content and Bildung (subjects, competences, values and
aims of education, student needs and interests, contemporary issues, methods) as well as surround-
ing factors (school culture, collaboration, curricula) that frame the multidisciplinary teaching prac-
tice. We have moved from the concrete to the abstract; from two cases, two Finnish multidisciplinary
teaching practices, to an empirically and theoretically founded didactic model, which may support
teachers and schools that wish to implement multidisciplinary teaching.
Note
1.
Yrityskylä is a Finnish educational innovation that started in 2009. The Yrityskylä learning environment for sixth-
graders is a schoolchildren’s society, a miniature city in which students work in a profession and earn money for
their work. In addition, the students act as consumers and citizens. Over 75 % of all Finnish sixth-graders
participate in Yrityskylä (Yrityskylä,
2020
).
Acknowledgments
This article is financially supported by Victoriastiftelsen and Högskolestiftelsen i Österbotten. The didactic model is
graphically designed by Andrei Palomäki, Studio Andrei, Vaasa, Finland.
Disclosure statement
The authors reported no potential conflict of interest.
Funding
This work was supported by the Högskolestiftelsen i Österbotten [0000]; Victoriastiftelsen [0000].
14
N. MÅRD AND C. HILLI
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