Abstract

Interdisciplinary curriculum supports cognitive development through well planned lessons at early age. This article focuses on a specific experimental study done in 2010 on Grade 7 learners in a Lebanese private school to aid them in empowering their skills and competencies to solve a real life problem. The objective of this experimental study is to prepare students for Grade 10 to create the necessary chemistry between learners and Physics as a discipline. The problematic can be stated as: The synergy of teachers’ team work to design an interdisciplinary curriculum implementing ICT in classrooms facilitates the transfer and construction of knowledge and scaffolds learners with necessary skills and competencies from an early age to solve physics problems. The results were very optimistic showing 57% development of the study group members in comparison with only 10% for the control group members. Further studies are necessary on larger samples and for longer duration to expose learners to different topics and trace the effect of interdisciplinary curriculum after 4 years.

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