Assessing interdisciplinary learning

Field, Michael; Lee, Russell; Field, Mary Lee

doi:10.1002/tl.37219945806

Cited by 38 publications

(20 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A paradigm shift from a discipline-based science learning approach to an interdisciplinary approach provides a wide range of desirable educational benefits for students and teachers such as cognitive advancement and the improvement of affective domains (Field, Lee, & Field, 1994;Lattuca, Voigt, & Fath, 2004;Newell, 1994).…”

Section: Discussionmentioning

confidence: 99%

Why Teach Science with an Interdisciplinary Approach: History, Trends, and Conceptual Frameworks

You¹

2017

JEL

View full text Add to dashboard Cite

This study aims to describe the history of interdisciplinary education and the current trends and to elucidate the conceptual framework and values that support interdisciplinary science teaching. Many science educators have perceived the necessity for a crucial paradigm shift towards interdisciplinary learning as shown in science standards. Interdisciplinary learning in science is characterized as a perspective that integrates two or more disciplines into coherent connections to enable students to make relevant connections and generate meaningful associations. There is no question that the complexity of the natural system and its corresponding scientific problems necessitate interdisciplinary understanding informed by multiple disciplinary backgrounds. The best way to learn and perceive natural phenomena of the real world in science should be based on an effective interdisciplinary teaching. To support the underlying rationale for interdisciplinary teaching, the present study proposes theoretical approaches on how integrated knowledge of teachers affects their interdisciplinary teaching practices and student learning. This research further emphasizes a need for appropriate professional development programs that can foster the interdisciplinary understanding across various science disciplines.

show abstract

Section: Discussionmentioning

confidence: 99%

Why Teach Science with an Interdisciplinary Approach: History, Trends, and Conceptual Frameworks

You¹

2017

JEL

View full text Add to dashboard Cite

show abstract

“…In addition, the modern work today is characterized by interdisciplinary teamwork (Gero, 2016). Furthermore, the expectation is that interdisciplinary learning will contribute to the development of higher-order thinking skills (Field, Lee, & Field, 1994;Tsai, Chung, & Lou, 2017) and increase the motivation to study (Lattuca, Voight, & Fath, 2004).…”

Section: Stem Education: Definition and Objectivesmentioning

confidence: 99%

Pre-service Science Teachers Learn a Science, Technology, Engineering and Mathematics (STEM)-Oriented Program: The Case of Sound, Waves and Communication Systems

Awad

Barak

2018

EURASIA J MATH SCI T

View full text Add to dashboard Cite

The current article about pre-service teachers (n=60) describes the implementation and evaluation of an innovative curriculum for teaching sound, waves and communication systems (SWCS). The study sought to investigate pre-service teachers' successes and difficulties in learning a science, technology, engineering and mathematics (STEM)-based program, to examine the program's influence on students' interest and selfefficacy beliefs about learning science and technology, and to explore the factors that affected their achievements and motivation. The participants were two groups of preservice teachers who learned the course within their studies towards a B.Ed. degree in science teaching. Quantitative and qualitative data were collected by a final exam, a retention exam, a Motivation Questionnaire, final projects, class observations and interviews with the students. The findings revealed that the pre-service teachers successfully learned the new subject and were motivated in learning the course. The integration of science and technology studies, engaging the students in hands-on lab work and the use of ICT tools played a crucial role in promoting meaningful learning. However, the PBL part of the course contributed relatively little because the learners encountered difficulties in learning new subjects independently.

show abstract

“…Too little is known about ways to quantify the qualities and outcomes of such programs. Field, Lee, and Field (1994) note the lack of concise assessment criteria tailored to interdisciplinary studies, although there is no shortage of theoretical and practical material on evaluating other types of higher education. Furthermore, the indicators of successful transdisciplinary training may not be realized until several years after the training period has ended.…”

Section: ᭤ Challenges and Opportunities Associated With Transdisciplimentioning

confidence: 99%

“…Such interviews and surveys include a variety of qualitative and quantitative measures that are administered during the time that students are enrolled in the training program. Examples of such measures are provided by Field, Lee, and Field (1994) and Mitrany and Stokols (2003). One limitation associated with process measures of transdisciplinary training is that they are locally designed and highly customized to the specific circumstances of the target program and therefore may not generalize widely to other academic settings beyond the immediate training context.…”

Section: ᭤ Assessing the Processes And Products Of Transdisciplinary mentioning

confidence: 99%

Gauging the Transdisciplinary Qualities and Outcomes of Doctoral Training Programs

Mitrany

Stokols

2005

Journal of Planning Education and Research

View full text Add to dashboard Cite

Thompson-Klein 1996;Turkkan, Kaufman, and Rimer 2000). Researchers and practitioners in the fields of urban planning, public policy, and environmental management long have understood that complex problems such as community violence, environmental degradation, transit-related injuries, sustainable development, brownfields redevelopment and urban change are unlikely to be resolved in the absence of efforts to integrate knowledge drawn from several different disciplines (Blower et al. 1982;Killingsworth 2003;McCarthy 2002;Murdoch 1993;Roland et al. 2002;Scriven 2003;Stokols, Grzywacz, et al. 2003;Schon 1987;Watson 2002).The need for interdisciplinary collaboration toward improved planning practice was recognized long ago. Sdasuk (1976) called for interdisciplinary research aimed at effective regional planning in developing countries. Kozlowski (2002) argued that achieving a comprehensive knowledge of developmental processes is unattainable by individual planners. Among planners' basic skills should be their capacity to synthesize the results of research drawn from several other disciplines and integrate them into a coherent whole. Kozlowski based his claim on the assumption that planning cannot effectively address the major social, economic, and ecological problems faced by communities around the world without an understanding of all disciplines involved in this process and substantial interdisciplinary cooperation.Calls for the adoption of an interdisciplinary perspective by planners have been voiced in earlier discussions of gender and development (Jackson 2002), oceanic and coastal management (Gable 2003), human-nature interactions (Rosa 1999), and sustainable development (Downs 2001), among others. Furthermore, the need for interdisciplinary training in the planning profession has been emphasized by planning scholars for some time now, and numerous attempts have been made to improve the educational process of planners so that it explicitly incorporates an interdisciplinary perspective (Bradbeer 1999). For example, Hammer (1999) proposes several practical strategies to integrate a wider range of interdisciplinary perspectives into 437 AbstractA key assumption underlying recent investments toward establishing transdisciplinary research centers and training programs is that cross-disciplinary research and training provide a stronger basis for achieving scientific and societal advances than unidisciplinary programs. It is necessary to develop reproducible and reliable criteria for identifying the distinctive qualities of cross-disciplinary research and training programs, especially in the field of urban and regional planning. The current study provides an exploratory first step toward that goal. A composite scale designed to measure the transdisciplinary qualities of doctoral dissertations as an important product of one's intellectual development and graduate training was constructed and administered in the present study. Dissertations completed over a twenty-five-year period by Ph.D. candidates within an interdi...

show abstract

Assessing interdisciplinary learning

Abstract: Assessment procedures vary widely from local to national models. This chapter surveys and evaluates recent developments in the assessment of interdisciplinary studies.

Cited by 38 publications

References 0 publications

Why Teach Science with an Interdisciplinary Approach: History, Trends, and Conceptual Frameworks

Why Teach Science with an Interdisciplinary Approach: History, Trends, and Conceptual Frameworks

Pre-service Science Teachers Learn a Science, Technology, Engineering and Mathematics (STEM)-Oriented Program: The Case of Sound, Waves and Communication Systems

Gauging the Transdisciplinary Qualities and Outcomes of Doctoral Training Programs

Contact Info

Product

Resources

About