In a paper "Thematic Cross-Curricular Science Instruction at Middle School Level Benefits both Teacher and Learners through Action Research and Feel for Processes of Science: A Classroom Experiment" by Dr Lalit Kishore, Senior Research Fellow, Disha Foundation, Jaipur; it has been suggested that classroom research that integrates various subject areas benefits both teachers and students in multiple ways by casting them in the roles of co-learners,
The proposal abstract of his paper accepted for an international conference on education, to be held in Hawaii early 2022, goes as follows.
"A classroom experiment of integrated instruction across the science curriculum at middle school level was undertaken to make learning non-linear through thematic approach as an alternative to traditional teaching methodology of linear topic-wise or piecemeal science instruction. To revisit the prior learning in the present imitative, the cross-curriculum theme was chosen centered around three keywords 'spin, swirl and sway' to encourage students to undergo the processes of sciences of assembling and doing experiments with readily available materials through teacher made activity sheets. At the teacher level, the experiment was seen as 'action research project' in which the teacher meant to perform as reflective educator and researches of own actions to improve his or her own practice which involves documentation of the classroom processes and organisation of the report.
Consequently, the paper, as a report of the experiment, will describe the motivation; activity list, exemplary activity sheet, procedure of the experiment, outcomes, discussion and implications of the experiment."
The Central Board of Education (CBSE) [1] has been promoting 'Art-Integrated Project for Classes I to X' for the general education level and has asked the affiliated school to submit periodic reports regarding Implementation of Art- Education and Art-Integrated Learning. The board states that the project is in consonance with latest National Policy on Education, and quotes, "Art-Integration is a cross-curricular pedagogical approach that utilizes various aspects and forms of art and culture as the basis for experiencing the learning of concepts across subjects. As a part of the thrust on experiential learning, art-integrated education will be embedded in classroom transactions not only for creating joyful classrooms, but also for imbibing the Indian ethos through integration of Indian art and culture in the teaching and learning process at every level."
The CBSE [2] in its document "Secondary School Curriculum 2021-22: Class IX-X" states, "Creating cross-curricular linkages are vital to learning as they help to connect prior knowledge with new information. For example, Mathematical data handling and interpretation can be effectively applied in geography and science. Children can write better-framed answers in history, geography and science when they have learnt how to write explanations/ short descriptions in a language. Similarly, Life Skills like empathy, problem solving and interpersonal communications can be easily integrated with the study of literature and other areas. Universal Values, Life Skills and Constitutional Values with emphasis on realization of Fundamental Duties may be incorporated depending upon context in almost all the subject."
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