The paper expands the concept of Integrated Curriculum (IC) through the extension of its meaning into different possible directions of integration. Moreover, the article outlines a theoretical-processual constructive model. The contribution is placed within a two-fold perspective: systemic and content-oriented. The systemic perspective allows elaborating an updated conception of curriculum as a system of experiences, while the content-oriented perspective allows correlating the different aspects of the curricular issue (contents, spaces and times of teaching and learning). The paper is organized into two parts. In the first part, the directions of integration of the curriculum are defined in a correlative way: teaching content, learning spaces and teaching time. In the second part, the proposed theoretical-procedural model and its main features are described.

Innovare la scuola attraverso il curricolo integrato

Berta Martini
2021-01-01

Abstract

The paper expands the concept of Integrated Curriculum (IC) through the extension of its meaning into different possible directions of integration. Moreover, the article outlines a theoretical-processual constructive model. The contribution is placed within a two-fold perspective: systemic and content-oriented. The systemic perspective allows elaborating an updated conception of curriculum as a system of experiences, while the content-oriented perspective allows correlating the different aspects of the curricular issue (contents, spaces and times of teaching and learning). The paper is organized into two parts. In the first part, the directions of integration of the curriculum are defined in a correlative way: teaching content, learning spaces and teaching time. In the second part, the proposed theoretical-procedural model and its main features are described.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11576/2696212
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