Interdisciplinary teaching and learning experiences in the subjects food and health, and outdoor life

Abstract

Background: The current curriculum for Norwegian primary and early secondary schools (grades 1–10) encourages teachers to work in an interdisciplinary environment. Purpose: This study examines how interdisciplinary peer teaching contributes to learning for university students in teacher education and bachelor’s degrees in sport science. Methodology/Approach: The peer teaching consisted of outdoor life students teaching the food and health students, and food and health students teaching the outdoor life students, during a one-day session. All students (47 in total) were organized into small interdisciplinary groups. Qualitative data was gathered in the form of an open-ended question immediately after the peer teaching, and three retrospective interviews one year later. The data analysis was thematic. Findings/Conclusions: The study showed the importance of learning in nature. Students reported improved learning of the subject they themselves taught and also experiencing the use of multiple teaching strategies when teaching. Students also learned from being taught. Implications: The study shows that interdisciplinary peer teaching is a valuable educational method in the subjects of food and health and outdoor life, and is useful for future professional practice.

Keywords

• peer teaching
• interdisciplinary
• Home Economics
• school
• teaching strategies
• friluftsliv