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Integrated curricula has gained a great deal of acceptance among educators. Many educators provide testimonials about the effectiveness of units they teach, and many professional organizations stress integration across the curriculum. However, few empirical studies exist to support the notion that an integrated curriculum is any better than a well‐designed traditional curriculum. Some educators question integration across the curriculum, because in the effort to integrate topics, science and mathematics content becomes superficial and trivial. This paper presents a review of the literature on integrated curricula. It concludes with a call to action for members of School Science and Mathematics Association.
Czerniak et al. (Wed,) studied this question.
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