Cross-Curricular Approach

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The goals and operational values of the cross-curricular approach are to help the student develop self-regulating (learning-how-to-learn and metacognition) and lifelong learning skills as well as effective democratic citizenship skills (Alahiotis & Stavlioti, 2006; Stavlioti, p. 61; Koustourakis, 2007 p.133; Vars, 2007, p.7). In order to cope with the modern realities, there is a need to move from the traditional organization of curriculum into discrete subjects/discipline areas offering fragmented knowledge, to a more linked and unified approach to knowledge in a holistic way (Alahiotis & Stavlioti, 2006; Marshall, 2005, p. 229). Conferring with psychology, the child should be treated as a whole entity so this should be reflected in the way children learn (stavlioti, p. 54; Stavlioti megalo, p. 4). Studies have shown that links between the different disciplines and connections with real-life situations enhance brain synapses, so in this way learning is promoted through multiple stimuli that these connections send to neurons (stavlioti megalo, p. 5-6). “According to Piaget (1963), learning occurs when new information is attached to prior knowledge and placed in existing conceptual compartments or schemata” (as cited in Marshall, 2005, p. 229).
This integrative and alternative curriculum “would include cross-curricular objectives and be grounded on powerful learning environments” ones that include problem- and project- based tasks and promote student autonomy and control of the learning process (Alahiotis & Stavlioti, 2006, p.122). Inter- and intra- disciplinary knowledge is important to be included in curricular materials. Furthermore, it is noted that this approach is both content and process oriented and that is why is so deman...

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