Qualitative Study of the Principles of Interdisciplinary Approach in Curriculum by Looking at the Field of Agricultural Extension and Education

Document Type : Research Paper

Authors

1 Department of Agricultural Extension and Education, Faculty of Agricultural Economics and Development, University of Tehran, Karaj, Iran

2 Department of Agricultural Extension and Education, Faculty of Agricultural Economics and Development, University of Tehran, Karaj, Iran.

Abstract

Excessive proficiency and the loss of relevance and thematic correlations of a discipline with other disciplines and the peripheral world have removed university disciplines from their main function. In this regard, the country's comprehensive scientific map emphasizes the development of interdisciplinary programs as a major strategy. Interdisciplinary approach, interconnecting different perspectives of different disciplines to integrate theories, concepts, tools, techniques, and achieving cognitive development to survey a complex subject or problem. The purpose of this paper was to study the necessities, achievements, atributies and the principles of using an interdisciplinary approach in curriculum from the perspective of faculty members and interdisciplinary curriculum specialists and the field of agricultural extension and education. Semi-structured interview was conducted using a snowball sampling method with 29 experts in person, face to face, telephone and Correspondence interview to reach the data saturation stage. The data was processed and analyzed by the researcher in a questionnaire, using qualitative and quantitative content analysis method during the open coding process and in two stages of initial and secondary coding. Identification codes and the main categories and concepts were extracted. The findings showed that the most prominent feature of the interdisciplinary approach is the interaction, the communication and the purposeful integration of the disciplines. The most important interdisciplinary necessity was problem-oriented, and the achievements of this approach are multi-dimensional human education with a comprehensive and systemic thinking. In view of the results, it is suggested that both a content-based and skill-oriented curriculum approach be considered as a general principle in the revision of agricultural extension and education curriculum.

Keywords


Extended Abstract

Interdisciplinary is a sign of the crisis of traditional approaches and conventional models of curriculum planning and the usual structures of educational groups and academic specialties. The interdisciplinary approach is a scientific look at curriculum planning in which the methodology and language of more than one scientific discipline are consciously used to investigate a topic, issue and problem. Excess of specialization and loss of connection and thematic correlations of a discipline with the subjects of other disciplines and the surrounding world have removed academic disciplines from their main function. Today, our focus and understanding of agriculture is increasingly emphasizing on integrated and integrated agricultural system, and agents in the field of agricultural promotion and development, both in the theoretical field due to its multidisciplinary nature and in the field of practice due to the complexity of the activism situation, need to take advantage of thinking and systems methodology. The interdisciplinary approach is the interweaving of different disciplinary perspectives in order to integrate theories, concepts, tools, techniques and to achieve cognitive progress, in order to investigate a complex issue or problem. The interdisciplinary curriculum focuses on real-life issues and problems related to work and professional life and work-based learning situations.

The purpose of this article was to investigate the features, necessities, achievements and principles of using the interdisciplinary approach in the curriculum from the point of view of faculty members and experts in the field of interdisciplinary curriculum and agricultural extension and education. By using the purposeful snowball sampling method, interviews were conducted with 29 experts, by phone and face-to-face until reaching the data saturation. The data collection tool was a semi-structured interview, which qualitative and quantitative content analysis methods were used to analyze the data. Based on the background of the research, the central questions were determined and the interview form was developed. The interviews were face-to-face, telephone and written. The data were processed and analyzed in each question using the method of qualitative and quantitative content analysis by open coding process and in two stages of primary and secondary coding. Codes were identified and main categories and concepts were extracted.

The findings showed that the most obvious feature of the interdisciplinary approach is interaction, communication and purposeful integration of disciplines; problem-oriented; and paying attention to high-level thinking skills. The most important interdisciplinary needs were the problem-oriented, multifaceted and systemic nature of the agricultural process and sustainable development, as well as the importance of multidimensional human education. The results showed that one of the important advantages of the interdisciplinary approach is that the learner gets a broad opinion and people are trained who are not single-minded. The experts stated that the achievement of this approach was the training of people with the power of thinking and the ability to face problems and solve them. The experts acknowledged that there is no difference between major-oriented and interdisciplinary curriculum in terms of constituent components, and the most emphasis was placed on practical and coherent content, teaching problem-solving skills, paying attention to the capabilities and competencies of faculty members, and communication and teamwork, and teaching methods. The determination of learning experiences and activities as components of interdisciplinary curriculum was not considered. They emphasized that the interdisciplinary curriculum was not implemented in Iran based on the correct assumptions, and the two problem-oriented and student-oriented discussions did not play a significant role in its organization. As a general suggestion, it is necessary to consider both content-oriented and skill-oriented curriculum approaches in the revision and organization of the agricultural extension and education curriculum with an interdisciplinary approach.

Arasteh, Hamid Reza (2009). Interdisciplinary in higher education. Quarterly Journal of Interdisciplinary Studies in Humanities, Vol. 1, No. 2, spring 2009, pp. 40-25. Research Institute for Cultural and Social Studies. (In Persian).
Ahmadi, Parvin (2009). Interdisciplinary Curriculum. Quarterly Journal of Interdisciplinary Studies in Humanities, Vol. 1, No. 3, summer 2009, pp. 97-96. Research Institute for Cultural and Social Studies. (In Persian).
Asadi, Ali; Abolghasem Sharifzadeh; Morteza Akbari and Amir Ali Beigi .(2010). Income on a Systemic Approach to Agricultural Extension and Development with Emphasis on Agricultural Knowledge and Information System, Jahad Publication, Tehran University. (In Persian).
Ahmadi, Parvin, Mehdi Sahabi Nejad and Mehdi Amiri (2015). Organizing curriculum interdisciplinary with emphasis on the effectiveness of course content. Shahed University Scientific and Research Papers. Twenty-two years. New course. No. 6. (In Persian).
Abtahi, Ibrahim (2014). Methodology for the production and improvement of interdisciplinary curriculum of Master's degree courses in engineering education in Iran. Quarterly journal of engineering education of Iran, sixteenth, no. 61, spring 1393, p. 68-45. (In Persian).
Arefi, Mahboubeh (2010). Discussions on the Engineering of interdisciplinary Curriculum in Higher Education. Quarterly Journal of Interdistric Studies in Humanities, No. 8, Autumn 89, pp. 94-69. Research Institute for Cultural and Social Studies. (In Persian).
Abedi, Bahareh, Masoud Baradaran, Bahman Khosravi Pour, Mansour Ghanian (2013). The need to Review the Curriculum of Agriculture with Emphasis on the Participation of the Faculty Member. Iranian Journal of Agricultural Economics and Development. Volume 44. No. 4. (2013). (In Persian).
Anaeto F.C, Asiabaka, C.C, Nnadi F.N, Ajaero. J.O, Aja O.O, Ugwoke F.o, Ukpongson M,U, Onweagha A.e (2012).The role of Extension Officer and Extension Services in the Development of Agriculture in Nigeria.
Barzegar, Abraham (2008). History, Chemistry and The philosophy of the emergence of interdisciplinary science. Quarterly Journal of Interdisciplinary Studies in Humanities, First Year, No. 1, Winter 87, pp. 130- 117. Research Institute for Social and Cultural Studies. (In Persian).
Bazargan, Abbas (2009). How to evaluate interdisciplinary curriculum. Quarterly Journal of Interdistric Studies in Humanities, First Year, No. 3, Summer 88, pp. 66-55. Research Institute for Social and Cultural Studies. (In Persian).
Bahadori, Mahshid, Mohammad Chizari, Neda Alizadeh, Maryam Tahmasebi (2011).Investigating the Relationship between Attitude toward Learning and Driving Motivating Factors Students at University of Tehran College of Agriculture. Iranian Journal of Agricultural Economics and Development. Volume 2. No. 4. (2012). (585-594). (In Persian).
Chettiparamb .B.A (2007). Interdisciplinary: A literature review “The interdisciplinary teaching and learning group”, subject center of languages, linguistics and studies, school of humanities. University of Southampton.
Duderstadt. j James (2008). Engineering for a Changing World a Roadmap to the Future of Engineering Practice, Research, and Education. The Millennium Project, The University of Michigan.
Frosatkhah, Maghsoud (2012). Higher education planning and interdisciplinary challenges. Two Quarterly Journal of Educational Planning, First Year, Number One, spring and summer 2012. (In Persian).
Ghasemi, Ali Asghar and Razieh Emami Meybodi (2015). The role and place of interdisciplinary studies in the development and development of human science in the country. Quarterly Journal of Interdisciplinary Studies in the Humanities, Volume 7, No. 4, autumn 94. p. 19-1. (In Persian).
Graham, Colin & Williams Gareth (2014). Pillars and Lintels: The What`s, Why`s and How`s of Interdisciplinary Learning in Stem Education. The Royal Society of Edinburgh, Scatland`s National Academy, is S cottish Charity No.
Javedani, Hamid (2009). Structures, processes and factors affecting interdisciplinary development. Quarterly journal of interdisciplinary studies in humanities. Volume 2, No. 1, winter, pp. 56-37. (In Persian).
Jason, Brown p., Stephan j. Goets, David a. Fleming. Selected Paper Prepared for Presentation at the Agricultural & Applied Economics Association 2012 AAEA Annual Meeting Seattle Washington, August 12-14. 2012.
Erickson, H. Lynn (1998). Concept-Based Curriculum and Instruction: Teaching beyond the Facts. USA: Corwin Press Inc
Khorsandi Tāskouh, Ali (2008). Interdisciplinary discourse of knowledge. Research Institute for Cultural and Social Studies. (In Persian).
Helene, Marie & Bouillier Oudot (2010). The Choice of Interdusciplinarity in French Agricultural Education. Issues in integrative studies. No. 28, PP. 208-237.
Kroma. M. Margaret (2003). Reshaping Extension Education Curricula for 21st Centery Agricultural Development in Sub-Saharan Africa. AIAEE 2003 Proceedings of the 19th Annual Conference Raleigh, North Carolina, USA.
Klein, J. T. (2002). Assessing Interdisciplinary: Learning k-16. In j. Klein (E.D) Interdisciplinary Education in K-12 and College (PP.179-96). New York: College Board Publication
Lemma, Mamusha, Hoffmann, Volker (2006). Taking a Systems Approach to Agricultural Education, Research and Extension: Analysis of the Extension Role and the Partical Attachment Program of Mekelle University, Ethiopia. Conference on International Agricultural Research for Development. Bonn, October 11-13, 2006.
MehrMohammadi, Mahmoud (2009). Basic considerations on policy development of interdisciplinary science in higher education from the perspective of the development process. Quarterly Journal of Interdistric Studies in Humanities, First Year, No. 3, summer 2009, pp. 18-1. Research Institute for Social and Cultural Studies. (In Persian).
Mahjoub Eshrat Abadi, Hassan, Emad Malekinia and Davood Kharoon (2012). Faculty Members and Organizational Structure: Interdisciplinary Contradictions. Quarterly Journal of Interdisciplinary Studies in the Humanities, Vol. 4, No. 4, Autumn 2012, p. 34-1. (In Persian).
Movahedi, Reza, Heshmatollah Saadi, Sima Akbari and Minoo Azizi (2013). Pathology of Unemployed Agricultural Graduates: quantitative and qualitative analysis. Iranian Journal of Agricultural Economics and Development. Volume 44. No. 4. Winter (2013). (692-679). (In Persian).
Moazen Kloor, Zeynab, Hamid MovahedMohammadi, Yousef Hejazi and Ahmad Rezvanfar (2018). Revising the Interdisciplinary nature of Bachelor's Degree Curriculum in Agricultural Extension and Education from the Point of View of the Faculty Members and Its Experienced Experts. Proceedings of the 7th National Congress on Agricultural Extension and Education, Natural Resources and Sustainable Environment. Agricultural Research Management Research Quarterly. Hamedan. 3 to 5 September, 2018. (In Persian).
Mirzaie, Ali Asghar and Asadollah Ebrahimi (2001). Extension of Agriculture and Rural Iran (Past, Present and Future). Abstract Reports on the Development of Extension System and Public Participation. Delegation for Extension and Popular Participation. Future Organization Structure Design Team of Extension System . (In Persian).
Mehdi, Reza (2014). Formation and Development of Interdisciplinary in Higher Education: Factors and Requirements. Quarterly Journal of Interdisciplinary Studies in Humanities, Vol. 5, No. 2, pp. 91-117. (In Persian).
Nourabadi, Solmaz et al. (2014), Evaluation of the quality of curricula between the humanities in the Iranian academic system. Quarterly Journal of Theory and Practice in Curriculum. Year 2, No. 4, fall and winter 2014, 84-55. (In Persian)
Nasrabadi, Bakhtiar, Hassan Ali, Arzu Ebrahimi Dinani, Zabih Elah Khanjarkhani. (2009). An introduction to the necessity, place and types of interdisciplinary studies in higher education. Quarterly journal of interdisciplinary studies in humanities. Number 5. pp. 167-186.
Perry, Matt (2010). Designing Multidisciplinary Integrated Curriculum.
Pramanik, Auditi (2014). Role of Interdisciplinary Studies in Higher Education in India. Journal of Education and Human Development.
Lake. Kathy (2000). Integrated Curriculum. School Improvement Research Series (SIRS). Northwest regional Educational Laboratory.
Vol. 3, No. 2, pp. 589-595.
Redzekole, Nicole (2009). University education and interdisciplinary studies. Translated by Mohammad Reza Dehshiri (2009). Research Institute for Cultural and Social Studies. (In Persian).
Shinn. Glen. C, Gary J.Wingenbach, James R.Lindner, Gary E. Briers, Matt Baker (2009).  Redefining Agricultural and Extension Education as a Field of Study: Consensus of Fifteen Engaged. Journal of International Agricultural and Extension Education. Volume 16, Number 1.
Shobeiri, Seyyed Mohammad and Seyyedeh Zahra Shamsi (2015). An analysis of the interdisciplinary curriculum of environmental education in higher education. Quarterly Journal of Interdisciplinary Studies in the Humanities, Volume 7, Number 3. Summer 1394, pp. 127-145. (In Persian).
Klein, Julie (2006). A Platform for a Shared Discourse of Interdisciplinary Education. Journal of Social Science Education. Volume 5, Number 2, September 2006, pp 10-18. ISSN 1618-529.
Tennyson, A. (2012). Interdisciplinary Learning and Interdisciplinary Curriculum in Jim Parson and Larry beauchamp, from knowledge to action, Alberta education. Alberta, Canada.
Tofighi, Jafar and Javdani, Hamideh (2008). Interdisciplines: Concepts, Approaches, Paleontology and Typology. Quarterly Journal of Interdisciplinary Studies in Humanism. First year. No. 1. p. 17- 1. (In Persian).