| This study reports results of student achievement in an innovative, tenth grade, biology, geometry, and technology interdisciplinary course. This represents an initial effort at restructuring the curriculum at a semi-rural high school in southeastern Connecticut. Twenty-six students volunteered to participate in the course. The school day was modified to include a ninety-minute block of instructional time, five days a week for these students. The three teachers were present for the ninety minutes, five days and had a common planning time.;The Interdisciplinary Concept Model was used as a guide for designing the curriculum innovation. Special pedagogic techniques including field trips, small groups, learning logs, integrated test and design of lessons based upon field data were included in the design of the program.;Evaluation of the program included administrative, student, and parent questionnaires that used a five-point Likert scale. Student interviews were also conducted. Achievement tests for biology and geometry, consisting of multiple-choice items and problems, were administered at the end of the school year.;The results of the administrative questionnaire suggested seven steps for the successful implementation of an interdisciplinary program: (a) Recognize the need for revision at the local level; (2) determine an administrative approach to the restructuring effort; (3) overcome resistance to restructuring efforts; (4) establish a committed team to foster the restructuring effort; (5) obtain financial support; (6) develop and implement the effort; and (7) maintain support and continued growth. Administrators, teachers, parents, and students should be involved at each step.;Students felt that the interdisciplinary approach had no effect on their enjoyment about learning and in attending school. Field trips, small group instruction, and lessons based upon data collected during the field trips received positive Likert scores. Student interviews revealed that they perceived the interdisciplinary instruction as a new approach, not just a new label.;Achievement test results showed greater gains in geometry compared to biology. The biology achievement test scores indicated greater success in answering questions involving systems analysis. There were no statistically significant differences between males and females on either exam. Students were most successful with concepts which were taught in a highly integrated approach. |
