Integrative learning of literature and science promotes 21st-century skills

Abstract

The education systems of today face the challenge of imparting skills that are suitable for the 21st century. Encouraging the ability to integrate and process data from different knowledge fields will bring educators closer to the goal. We have developed a model based on the integrative teaching of literature and science, in which a scientific topic is taught from a literary work. After being introduced to integrative teaching, 29 preservice teachers (PSTs) taught active integrative workshops in community schools. In this qualitative study, we examined the contribution of integrative learning and teaching of science and literature to the assimilation of 21st century skills, particularly self-, professional, social and emotional efficacy, teamwork, and creative thinking. We used multiple data collection tools to examine the effectiveness of the integrative model in imparting skills: reflective journals, a summative feedback questionnaire, and in-depth semi-structured interviews. Participation in the integrative course, significantly enhanced the PSTs' integrative thinking, creativity and teamwork skills, as well as their self- and professional efficacy. These findings show that the integrative model of literature and science is a promising way of assimilating 21st century skills.

Keywords

• Integrative learning
• integration of literature and science
• 21st century skills
• active learning
• preservice teachers (PSTs)
• Immunology