Designing interdisciplinary courses

Newell, William H.

doi:10.1002/tl.37219945804

Cited by 83 publications

(44 citation statements)

References 3 publications

(3 reference statements)

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“…Real-life relevance and conceptual understanding in particular are discussed in literature as being linked to interdisciplinary education [14,15]. Teacher enthusiasm could stimulate in students a general love of learning that becomes interdisciplinary interest.…”

Section: Resultsmentioning

confidence: 99%

Interdisciplinary Thinking and Physics Identity

Scott¹,

Hazari²,

Potvin³

2014

2013 Physics Education Research Conference Proceedings

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Abstract. One goal of education is to help students become well-rounded citizens who can think broadly across boundaries. In addition, individuals with interdisciplinary thinking skills can be valuable contributors to modern research challenges by understanding and recognizing interdisciplinary connections and working in diverse teams. However, little research exists on the connection between interdisciplinary thinking and physics education. What aspects of physics classroom practices and experiences foster interdisciplinary thinking? What effect does interdisciplinary thinking have on the development of students' physics identities? Using a physics identity theoretical framework with data from a national survey, this study found that self-reported characteristics of interdisciplinary thinking are significantly correlated with higher levels of physics identity development. Also, several factors of the physics classroom environment and pedagogies are significantly related to interdisciplinary thinking.

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Section: Resultsmentioning

confidence: 99%

Interdisciplinary Thinking and Physics Identity

Scott¹,

Hazari²,

Potvin³

2014

2013 Physics Education Research Conference Proceedings

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“…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%

“…by asking learners to notice meaningful patterns of information and ideas (Hursh, Haas, & Moore, 1983;Jacobs, 1989;Newell, 1994). According to the National Science Teachers Association (2003), high-order thinking is "the ability to engage in effective inquiry using scientifically defensible methods, which are considered a hallmark of scientific literacy" (p. 18).…”

Section: Discussionmentioning

confidence: 99%

“…Some scholars proposed that the integration of disciplines helps students develop a general core of knowledge that is essential for deeper understanding and knowledge connections. Newell (1994) suggested that the outcomes of interdisciplinary learning "enhanced affective and cognitive abilities, increased understanding of multiple perspectives, greater appreciation for ambiguity, and superior capacities for critical thinking" (p. 35). Kavalovsky (1979) asserted that interdisciplinary education enables students to become equipped with the integration of knowledge and the freedom of inquiry.…”

Section: Discussionmentioning

confidence: 99%

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

You¹

2017

JEL

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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.

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“…Theory of Biological basis of privacy (Klopfer and Rubenstein 1977;Westin 1967) human need for privacy may well be rooted in animal origins. Continuation of Newell (1994) study of system maintenance and development. Miller, Shim and Holden (1998) Environmental affordances (Gibson 1979).…”

Section: Baird Harder and Preis (1997)mentioning

confidence: 99%