Integrating geography with physics and visual arts: Analysis of student essays

Abstract

The article investigates the potential and challenges of integrating geography with other school subjects. The analysis is based on the outcomes of a course that introduced the principles of discipline-based integration. The course was included in multicultural-class teacher education programme at the University of Helsinki. For a project within the course, the students worked in small groups and made short films that integrated three subjects – geography, physics, and visual arts – in order to evoke questions of space in children's minds. The students were asked to write essays in which they analysed their understanding of space from the three subjects’ viewpoints, describe the aims and contents of their short films, and lastly reflect on their experiences of the potential and possible problems in discipline integration. In this article, the authors analyse the students’ experience of the integration between the geography, physics, and visual arts. In general, the students experienced discipline-based integration as an interesting way of working. Moreover, the project seemed to deepen their understanding of different grounds for integrative pedagogy. Although the students reported some difficulties regarding the subject knowledge required for fruitful integration, the process enabled them to construct a better understanding of the identity of each discipline.

Keywords:

• discipline-based integration
• geography
• physics
• space
• visual arts

Notes

1. All translations of quotes from the student essays have been done by the authors of the present article.