Inquiry Abstract

This inquiry will look into the question: “What skills and intelligences do students develop in Home Economics that they can apply to cross-curricular learning?” We will be looking into student intelligence development based on Robert J Sternberg’s Triarchic Theory and Howard Gardner’s’ multiple intelligence theory to determine how our Home Economics students can enhance their intelligence. We will also look at cross-curricular studies and determine how this intelligence development is affected by using cross-curricular studies within our own classroom as well as other subject areas. This inquiry question was developed to justify Home Economics as a subject area and to show the skill developments students show from taking Home Economics. Student intelligence development in a Home Economics classroom flourishes in a project-based learning environment. This project-based learning fosters critical thinking and promotes life-long learning in our students. When implementing a cross-curricular curriculum in a Home Economics classroom, students can develop and improve certain intelligences that might otherwise be ignored. Students will also improve their understanding of a topic through the different perspectives cross-curricular learning brings and the topic can reach a wider range of students. The research in this essay is condensed into the links to practice section which showcases 3 different lesson plans in different subject areas, but have the same theme topic. The lesson plans all show the significance of Indigo Dye from a textiles perspective, a history perspective, and a science perspective. The Indigo dye vat lesson is an example of the type of cross-curricular learning available to teach within a Home Economics class. By using project-based learning and cross-curricular lessons, I hope to develop and improve student’s intelligence to enhance critical thinking and encourage life-long learning.