Page 28 - Interdisciplinary Studies 11-12 (2002)

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THE ONTARIO CURRICULUM, GRADES 11 AND 12: INTERDISCIPLINARY STUDIES
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select relevant information for interdisci- plinary research within resources, using a variety of reading and critical-thinking strategies (e.g., scanning tables of contents, indexes, and chapter summaries for their organization and treatment of ideas; tak- ing notes on key ideas; recording experi- mental data).
– synthesize findings from interdisciplinary research, using a variety of strategies and technologies (e.g., describing relationships among the data and information found in a variety of resources, showing relation- ships among data using graphic organizers, delivering a slide presentation on the social impact of amateur sport in Canada based on information from print and online encyclopaedias related to different disciplines).
Assessing and Extending Research
By the end of this course, students will:
– assess the quality and effectiveness of their research in comparison to similar research conducted by others (e.g., by comparing conclusions reached about common examples, by recognizing the difference between professional and student work);
– assess the effectiveness of their research in meeting the original information require- ments and their research plans (e.g., “How could I adjust my method of gathering investment statistics to improve my finan- cial results?”, “What new course of action is required in the local community’s eco- logical project?”);
– develop and apply effective criteria for assessing the quality of their interdiscipli- nary research (e.g., by identifying how well they organized data and synthesized information to come up with new ideas);
– identify and describe possible topics and real-life applications for subsequent inter- disciplinary research activities.
Processing Information
By the end of this course, students will:
– analyse and evaluate information from a variety of print, electronic, and mass media resources according to specific criteria, including the clarity, interest, and accuracy of the information (e.g.,“How clearly is the purpose of the theological anthology stated in the preface?”, “Would analysis of art works on the gallery website engage a popular audience?”,“Are the historical facts regarding the Holocaust stated accu- rately in the film documentary?”);
– identify and critically analyse ideas, argu- ments, bias, and stereotyping found in resources, using a variety of strategies (e.g., defining terms central to an argu- ment, identifying relationships among data in a work of interdisciplinary studies, con- ducting an Internet search to investigate divergent arguments from a range of sources);
– record, sort, and organize information found in resources related to each of the subjects or disciplines studied, using a variety of print and electronic organizers (e.g., charts, relational databases, graphic organizers);
– identify the reasons for acknowledging sources and use an accepted form of documentation to record sources of information;