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<p>Secondary STEM instruction often remains organized in disciplinary silos, limiting opportunities for students to apply Concepts across domains incoherent, authentic contexts. This mixed methods implementation study examined Convergence Research in STEM and Tradition (CReST), an Artifact centered interdisciplinary curriculum model designed to connect chemistry, world history, and engineering through a shared instructional context. In this implementation, Italian frescoes served as a boundary object anchoring a six-day sequence on mural materials, deterioration, and restoration. The sequence integrated targeted concepts in inorganic chemistry (e.g., the lime cycle and thermal processes), renaissance era historical contacts and the engineering design process within tasks related to conservation and restoration decision making. The study was conducted in spring 2023 with 147 high school chemistry students in a mid-Atlantic U.S. school division. Two research questions guided the study: (RQ1) To what extent do high school students demonstrate learning gains in chemistry, world history, and engineering content following participation in the CReST curriculum modules? (RQ2) How do students describe their experiences in an artifact-centered interdisciplinary sequence, including perceived relevance, tasks authenticity, and connections among ideas across domains? Quantitative analysis of brief standards-aligned pre/post measures indicated statistically significant gains in world history (+ 12.3%), engineering (+ 21.1%), and chemistry (+ 23.9%). Qualitative analysis of daily open-ended surveys and focus groups indicated high perceived relevance and engagement, with students frequently referencing the value of hands-on work and integration of concepts across lessons. Taken together, findings provide initial evidence that an artifact-centered interdisciplinary sequence can support short-term disciplinary learning and student reported engagement in secondary classrooms, while underscoring the need for future research using direct measurements of interdisciplinary reasoning and longer-term implementations across varied contexts.</p>

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Artifact centered interdisciplinary instruction supports secondary student learning in chemistry history and engineering

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年7月22日

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  • Rachel Sparks White,
  • Kristie S. Gutierrez,
  • James K. Ferri

摘要

Secondary STEM instruction often remains organized in disciplinary silos, limiting opportunities for students to apply Concepts across domains incoherent, authentic contexts. This mixed methods implementation study examined Convergence Research in STEM and Tradition (CReST), an Artifact centered interdisciplinary curriculum model designed to connect chemistry, world history, and engineering through a shared instructional context. In this implementation, Italian frescoes served as a boundary object anchoring a six-day sequence on mural materials, deterioration, and restoration. The sequence integrated targeted concepts in inorganic chemistry (e.g., the lime cycle and thermal processes), renaissance era historical contacts and the engineering design process within tasks related to conservation and restoration decision making. The study was conducted in spring 2023 with 147 high school chemistry students in a mid-Atlantic U.S. school division. Two research questions guided the study: (RQ1) To what extent do high school students demonstrate learning gains in chemistry, world history, and engineering content following participation in the CReST curriculum modules? (RQ2) How do students describe their experiences in an artifact-centered interdisciplinary sequence, including perceived relevance, tasks authenticity, and connections among ideas across domains? Quantitative analysis of brief standards-aligned pre/post measures indicated statistically significant gains in world history (+ 12.3%), engineering (+ 21.1%), and chemistry (+ 23.9%). Qualitative analysis of daily open-ended surveys and focus groups indicated high perceived relevance and engagement, with students frequently referencing the value of hands-on work and integration of concepts across lessons. Taken together, findings provide initial evidence that an artifact-centered interdisciplinary sequence can support short-term disciplinary learning and student reported engagement in secondary classrooms, while underscoring the need for future research using direct measurements of interdisciplinary reasoning and longer-term implementations across varied contexts.