Discipline oriented integration
Method of attaining knowledge commonly used in science. Deductive processes involve using an accepted premise or generalization to predict observations and facts. For instance, a chemist might use deductive methods in order to predict whether two substances will react, based on chemical laws previously established. (Richards, 1977; Wallace, 1971; Hempel, 1966). (See also inductive reasoning)
Based on the premise that which is self-learned is best learned (Kaufman 1971 as cited in De Boer 1991), this instructional practice is one form of inquiry teaching generally referred to as inductive in nature. According to Tanner (1969 as cited in De Boer 1991) the discovery method "is intended to enable the learner to discover or construct principals or concepts, by interacting with instances of those principles or concepts." With discovery learning the role of the teacher changes from presenting information and explaining concepts to one of teaching students how to ask questions, how to look for evidence, and how to evaluate the findings of their inquiries.
A discrepant event occurs when something a child expects to happen does not occur (Thompson, 1989). The result is the opposite of what was expected, and it contradicts the belief of the individual. The event throws the child "off balance" intellectually which most likely will motivate this person to further investigate the science concept. This strategy is often used in elementary science classes because most children feel the need to have questions answered, and there are many discrepant events that occur in the realm of scientific knowledge. This will promote problem-solving skills on part of the child. The child will be guided while finding a solution, but he or she will discover the reason for the discrepant event.
When a child takes his of her prior knowledge and applies it to a posed object or event, he or she is assimilating information. The child is trying to make sense of the new object or situation by relating it to a concept already understood. On the other hand, when a child's belief is changed to fall in line with the new object or event, the child must accommodate. These two processes are conflicting because one cannot always apply their prior knowledge to a discrepant event.
Discipline oriented integration
"The teaching of separate subjects with interdisciplinary or multidisciplinary connections" (McComas, 1997). Interdisciplinary instruction involves "teachers from different disciplines team teaching the same group of students" (McComas, 1997) while multidisciplinary instruction involves several teachers who plan the curriculum together and reach a "consensus on the focus of instruction" (McComas, 1997).