Interdisciplinary Team Teaching: An Effective Method to Transform Student Attitudes

Autor/inn/en	Little, Amanda; Hoel, Anne
Titel	Interdisciplinary Team Teaching: An Effective Method to Transform Student Attitudes
Quelle	In: Journal of Effective Teaching, 11 (2011) 1, S.36-44 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7869
Schlagwörter	Interdisciplinary Approach; Team Teaching; Teaching Methods; Student Attitudes; Attitude Change; Active Learning; Business Administration Education; Biology; Sustainability; Achievement Gains; Conventional Instruction; Comparative Analysis; Instructional Effectiveness; Learning Experience; Student Surveys; Teacher Collaboration; Statistical Analysis; Qualitative Research; Wisconsin + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teamteaching; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Attitudinal change; Einstellungsänderung; Aktives Lernen; Biologie; Nachhaltigkeit; Achievement gain; Leistungssteigerung; Unterrichtserfolg; Lernerfahrung; Schülerbefragung; Lehrerkooperation; Statistische Analyse; Qualitative Forschung
Abstract	In order to maximize student development in an interdisciplinary context, we implemented and evaluated a business-biology team teaching approach. The class project involved teams of environmental science and business students analyzing an industry stakeholder interested in participating in the development of a community composting network. We compared the results of this team-taught section with a more traditionally-taught business section with a sustainability emphasis, with the objectives of identifying student learning gains and reflecting, as faculty, upon the experience. In the affective domain, there was initial discomfort with the interdisciplinary team teaching method on the part of both faculty and students. In the cognitive domain, both team-taught and traditional sections perceived significant gains in understanding both business and natural systems, although the treatment group alone made significant (P < 0.10) gains in linking interdisciplinary thinking and an understanding of both business and natural systems to future success. These findings suggest that the affective and cognitive transformations experienced in team-taught settings are important for teaching expanded worldviews and diverse perspectives. (As Provided).
Anmerkungen	Journal of Effective Teaching. Center for Teaching Excellence, 601 South College Road, Wilmington, NC 28403. Tel: 910-962-3034; Fax: 910-962-3427; e-mail: jet@uncw.edu; Web site: http://www.uncw.edu/cte/et
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01