Knowledge is not compartmentalized into disciplines. Knowledge is constructed and built on through experiences. Humans naturally make connections between learning experiences and prior knowledge (Caine & Caine, 1990). Connected or integrated teaching and learning are rooted in constructivism (Saunders, 1992). “Individuals attempt to make sense of whatever situation or phenomenon they encounter, and a consequence of this sense making process is the establishment of structures in the mind,” (Saunders, 1992, p. 136). When the instructor teaches a concept or skill using exploratory, hands-on, inquiry-based activities, students revise their schemas or reconstruct their thinking to be consistent with their experiences and observations in the classroom (Saunders, 1992). Individuals construct more complex and meaningful concepts when disciplines are connected (Caine & Caine, 1990) and the relationship between creativity and inquiry should be further investigated.
One example of discipline integration is connecting or integrating science and art, since creativity and imagination are important constructs in both disciplines. Related literature has shown that elementary teachers are often the primary science and art teachers, and attitudes, perceptions and the sociocultural context influence the way preservice elementary educators perceive the disciplines (Jones & Carter, 2007; Keys & Bryan, 2001; Gehlbach, 1990; Bourdieu, 1990) and ultimately teach in the future (Cobern & Loving, 2002).
