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Abstract
Secondary school students tend to compartmentalize knowledge--writing and literature fit in English class; analytical thinking works in mathematics; research and investigation belong in science class; and cultural studies takes place in history class. But what happens when teachers shatter those assumptions? Are students able to make a paradigm shift? What happens when an interdisciplinary science seminar attempts to connect all knowledge in one course? The study of a literary work in a science course can improve both students' knowledge of science as well as an understanding of themselves and the culture they study. In doing so, they create a culture of ...