Cross-Disciplinary Collaboration between Two Science Disciplines at a Community College

Autor/in	Steele, Bronwen
Titel	Cross-Disciplinary Collaboration between Two Science Disciplines at a Community College
Quelle	(2011), (100 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Arizona State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1245-7249-9
Schlagwörter	Hochschulschrift; Dissertation; Communities of Practice; Action Research; Cooperation; Chemistry; Course Content; Biology; Transfer Students; Interdisciplinary Approach; Unified Studies Curriculum; Concept Teaching; Scientific Concepts; Transfer of Training; Articulation (Education); Transcripts (Written Records); Staff Meetings; Classroom Observation Techniques; Likert Scales; Questionnaires; Interviews; Science Course Improvement Projects; College Faculty; Fused Curriculum; Teacher Collaboration + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community; Projektforschung; Co-operation; Kooperation; Chemie; Kursprogramm; Biologie; Hochschulwechsel; Schulwechsel; Studienortwechsel; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kombinationsstudiengang; Training; Transfer; Ausbildung; Articulation; Artikulation (Ling); Artikulation; Aussprache; Pädagogische Konferenz; Likert-Skala; Fragebogen; Interviewing; Interviewtechnik; Fakultät; Lehrerkooperation
Abstract	Health science students like students in many disciplines exhibit difficulty with transferring content from one course to another. For example, the problem explored in this study occurred when overlapping concepts were presented in introductory biology and chemistry courses, but students could not transfer the concepts to the other disciplinary course. In this mixed method action research study, the author served as facilitator/leader of a group of colleagues tasked with investigating and taking steps to resolve this student learning transfer problem. This study outlines the details of how an interdisciplinary community of practice (CoP) formed between chemistry and biology faculty members at a community college to address the problem and the benefits resulting from the CoP. Quantitative and qualitative data were obtained from transcripts of meetings of the faculty members, notes from other formal and informal meetings, classroom visits, a questionnaire containing Likert and open-ended items and interviews. Transcripts, notes, and interviews were coded to determine common themes. Findings suggested the CoP was an effective means to deal with the matter of student transfer of content across courses. In particular, the CoP agreed to use similar terminology, created materials to be used consistently across the courses, and explored other transfer specific approaches that allowed for transfer of course content. Finally, the benefits of the CoP were due in large part to the collaboration that took place among participants. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10