Abstract:

Education systems today face the challenge of imparting skills that are suitable for the 21st century. Developing the ability to integrate facts from different knowledge fields, to work from a holistic perspective, and to encourage the ability to process data and solve problems will propel educators toward this goal. We have developed a didactic model for the integrative learning of literature and science, in which a scientific topic is taught while drawing on content from a classic literary work. The aim of this strategy is to raise moral and ethical questions and to promote new insights, thinking skills, and emotional discourse combining principles from both disciplines. The model was based on five 3-hour sessions in which preservice teachers (PSTs) were exposed to this integrative teaching method. They then applied the integrative model in schools in the community.

The aim of the study was to test the effectiveness of the integrative model for teaching literature and science by examining the assimilation of skills, such as creativity, critical thinking, and teamwork, as well as changes in personal and professional capabilities among the PSTs who learned and then implemented the integrative model.

In this study, we used four research tools: a reflective journal, in-depth semi-structured interviews, summative feedback, and an independent assignment.

An examination of the reflective journals and the independent assignments revealed that, through participation in the integrative course, the PSTs developed integrative thinking skills and demonstrated gradual but significant assimilation of creativity, critical thinking, and teamwork skills. Analysis of the interviews, the reflective journals, and the summative feedback indicated an increase in cognitive self-efficacy, mainly from the first to the second meeting. After the third meeting, cognitive self-efficacy remained high. We observed a noticeable increase in the PSTs’ professional competence after implementing the integrative model in the community. The PSTs felt that their students had understood the material being taught and had enjoyed the lessons. The PSTs declared that, following the integrative teaching experience, they were not afraid of diversity in teaching methods and believed that they would incorporate integrative teaching in their classrooms when they would become teachers.

Based on these findings, the integrative model of literature and science appears to be a promising teaching strategy to promote assimilation of 21st century skills.

Keywords:

integrative learning, 21st century skills, creativity, critical thinking, teamwork, self-efficacy, professional competence, preservice teachers (PSTs).