An Indian perspective on interdisciplinary storylines and science practices in a socio-cultural context

ABSTRACT

Context-based STEM learning has been proven to be useful as interdisciplinary storylines to regulate the flow and sequencing of lessons to obtain expected outcomes. This case study pilot project aims to contextualise scientific learning to local culture. Student groups sampled from two schools in distinct social backgrounds, reflected varied Indian population. Pre-service middle school science and social studies teachers conducted eight lessons as an interdisciplinary storyline with a few natural and social science concepts utilising an artefact representing the cultural history of India for seventh-graders. Data were collected through manually recording of students’ responses and products made during class activities; researchers’ observations and pre-service teachers’ feedback about finding solutions to the difficulties faced. In order to address three research questions about socio-cultural context in science-curriculum design, student adoption of 3D learning, and overcoming teachers’ challenges, a thematic analysis of data through the lens of five science practices and one crosscutting concept was performed. This study supported context-based STEM learning for the twenty-first century and strengthened cultural anchoring from an early stage implying the need for teacher professional development, curricular reform, and school infrastructure improvements to support policy implementation. Such researches may be extended to varied sociocultural contexts and discipline combinations to offer broader perspectives.

KEYWORDS:

• Interdisciplinary storyline
• twenty-first-century Learning
• Socio-cultural context

Acknowledgements

We thank the writers of this issue for their patience during the review process and Amity University for approving our study. Anonymous reviewers strengthened the articles through many rounds of evaluation. The authors appreciate the heads of schools, instructors, and students from Academic Height School, Sarai Rohilla, and Academic Height School, Rewari, for their cooperation in this research. B.Ed. students Apurva, Yogita, Mridula, and Garima were recognised for their resilience and insightful teaching.

Disclosure statement

No potential conflict of interest was reported by the authors.

Ethical considerations

The researchers have followed the ethical guidelines as laid down by the Indian Council of Social Science Research (ICSSR). Information was taken from all the participants in the study. They were also informed that they had the option of withdrawing from the study at any point. Proper measures were taken into account to maintain the confidentiality of all the participants.

Additional information

Funding

This work was not supported by any funding agency, whether government or private.