A Framework for Analyzing Interdisciplinary Tasks: Implications for Student Learning and Curricular Design

Autor/inn/en	Gouvea, Julia Svoboda; Sawtelle, Vashti; Geller, Benjamin D.; Turpen, Chandra
Titel	A Framework for Analyzing Interdisciplinary Tasks: Implications for Student Learning and Curricular Design
Quelle	In: CBE - Life Sciences Education, 12 (2013) 2, S.187-205 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.12-08-0135
Schlagwörter	Physics; Interdisciplinary Approach; Biological Sciences; Science Instruction; Undergraduate Students; Undergraduate Study; Academic Achievement; Curriculum Design; Educational Objectives; Student Attitudes; Metacognition; Task Analysis + Suchen Sie Ihr Suchwort? Physik; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Abwasserbiologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Grundstudium; Schulleistung; Lehrplangestaltung; Educational objective; Bildungsziel; Erziehungsziel; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Aufgabenanalyse
Abstract	The national conversation around undergraduate science instruction is calling for increased interdisciplinarity. As these calls increase, there is a need to consider the learning objectives of interdisciplinary science courses and how to design curricula to support those objectives. We present a framework that can help support interdisciplinary design research. We developed this framework in an introductory physics for life sciences majors (IPLS) course for which we designed a series of interdisciplinary tasks that bridge physics and biology. We illustrate how this framework can be used to describe the variation in the nature and degree of interdisciplinary interaction in tasks, to aid in redesigning tasks to better align with interdisciplinary learning objectives, and finally, to articulate design conjectures that posit how different characteristics of these tasks might support or impede interdisciplinary learning objectives. This framework will be useful for both curriculum designers and education researchers seeking to understand, in more concrete terms, what interdisciplinary learning means and how integrated science curricula can be designed to support interdisciplinary learning objectives. (Contains 7 figures.) (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10