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

You, Hye Sun

doi:10.5539/jel.v6n4p66

Cited by 75 publications

(69 citation statements)

References 41 publications

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“…Educators currently highlight an interdisciplinary approach in science teaching as one of the fundaments of conceptual change in recent science education development. The reason is the complexity of the systems of nature and related scientific problems, the understanding of which requires a fundamental transdisciplinary background (You, 2017, Golding, 2009. The transdisciplinary way is nowadays regarded as an obligation for sustainable science teaching (Orozco-Messana et al, 2020).…”

Section: Methodology 31 Designing the Teaching Activitymentioning

confidence: 99%

Saving Water for the Future Via Increasing Plant Literacy of Pupils

Pokorný¹,

Ryplová²

2020

EJSD

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The struggle for mitigation of global climate changes is aimed mostly on CO2 emissions, while the role of vegetation having strong impact on water retention in the landscape and cooling of environment stays out of the focus. The reason is human illiteracy of plant role in our environment having roots already in school education. The vegetation use the majority of solar energy for the water evaporation from leaves and by this way cools itself as well as environment and increase water retention in the landscape. Insufficient understanding of these processes leads to no proper landscape management resulting in further increase of drought and climate further draft interrupted by torrential rains and climate extremes. To stop over drying and ensure sustainable economy and environment for the future it is necessary to increase general public understanding of the principles of solar energy distribution by vegetation and its role in water cycle in the landscape via improving school education. This contribution inform about the new teaching methodology on this topic developed by co –operation of scientists and educators and implemented into the education at Czech basic schools. The results of the survey aimed on the impact of this teaching methodology on students’ knowledge of plant role in environment are included and necessity of implementation of this topic into sustainable education is discussed. Keywords: Water, vegetation, solar energy, environmental education, climate

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Section: Methodology 31 Designing the Teaching Activitymentioning

confidence: 99%

Saving Water for the Future Via Increasing Plant Literacy of Pupils

Pokorný¹,

Ryplová²

2020

EJSD

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“…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 (Hye Sun You, 2017).…”

Section: Fig 12 Interaction Of Participants In the Learning Processmentioning

confidence: 99%

Conceptual framework for teaching professional foreign language (Case of LSP for Law): for universities studying English

Uteubayeva¹

2021

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The monograph is intended for researchers and students of English for special purposes. The main goal of the monograph is to impart the theory of foreign language proficiency and the formation of language competence. The monograph provides a conceptual framework consisting of theoretical and methodological approaches aimed at the formation of the language and requirements for the methodology of teaching English for special purposes using the example of English for lawyers. The monograph consists of two parts, the first part critically examines the theory of learning, the second part analyzes the postgraduate study program and concludes with guidelines for teaching English for special purposes.

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“…Thus, interdisciplinary work may bring difficulties when teachers/professors had received certification in a particular subject after going through an educator-preparation program that focused on their particular majors. This kind of education allows teachers/professors to teach in a specific discipline, but it makes it difficult for them to implement interdisciplinary instruction due to their own unpreparedness and misinformation regarding integrated knowledge [63]. This also means that scholars have strong loyalties, epistemological obligations, and discourses, unique interests, research practices as well as communication media.…”

Section: Cross-disciplinary Approachesmentioning

confidence: 99%

Managing Diversity: The Challenges of Inter-University Cooperation in Sustainability Education

et al. 2019

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One of the main challenges in sustainability discourse is its multifaceted nature often requiring that many different disciplines must cooperate in order to achieve progress. This issue also concerns sustainability education. In the article, we highlighted the experiences from the international cooperation of university teachers and researchers with highly diverse professional backgrounds who worked together on developing educational materials for university students in sustainability-oriented courses. The study is based on qualitative, participatory evaluation research, applying two rounds of open-ended questionnaires distributed to the same respondents (n = 18). For the analysis, we used the open-coding procedure for identifying the main categories. The results show some of the opportunities and barriers that emerged in the process of this cooperation. In particular, we discuss the issues related to the high heterogeneity of the group, such as the clashes of the different perspectives on the topics covered, group dynamics issues, trust, facilitation challenges, and also opportunities that such heterogeneity offers. We highlight the importance of open reflectivity in sustainability-oriented educational projects as the key to their successful implementation. Finally, we believe that results of this participatory study are useful in designing new projects aiming at further improvement of academic education in sustainability and sustainable development.

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

Cited by 75 publications

References 41 publications

Saving Water for the Future Via Increasing Plant Literacy of Pupils

Saving Water for the Future Via Increasing Plant Literacy of Pupils

Conceptual framework for teaching professional foreign language (Case of LSP for Law): for universities studying English

Managing Diversity: The Challenges of Inter-University Cooperation in Sustainability Education

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