Issue 1/2016, 108. Volume Page 67–79

Ute Bender, Stefan Keller, Cinzia Zeltner

Interdisciplinary Learning Assignments: Theory, Practice, and Assessment by Students

Results from the Project LEENA: Combining Nutritional Science and English Through a New Task Culture

Shortlink: https://www.waxmann.com/artikelART101859

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Abstract

In the project LEENA, the two partner subjects Nutritional Science and English work together in an intervention study in order to foster both the health competency of adolescents and their communicative action competency in English. Following the intervention, the students were asked to assess the project. The current contribution analyses and interprets their answers and points out implications for interdisciplinary learning.

Keywords
interdisciplinary teaching and learning, foreign language learning, home economics, nutritional science, qualitative research methods

APA citation
Bender, U., Keller, S. & Zeltner C. (2016). Fächervernetzende Lernaufgaben: Theorie, Umsetzung und Wahrnehmung durch Lernende: Resultate aus dem Projekt LEENA: Lernen in Ernährungsbildung und Englisch durch neue Aufgabenkultur. DDS – Die Deutsche Schule, 108(1), 67-79. https://www.waxmann.com/artikelART101859