Using Activity Theory as an Analytical Lens to Conceptualise a Framework for Fostering Interdisciplinary Science Habits in Postsecondary Students

Autor/inn/en	Labouta, Hagar Ibrahim; Adams, Jennifer D.; Anikovskiy, Max; Kenny, Natasha A.; Reid, Leslie; Cramb, David T.
Titel	Using Activity Theory as an Analytical Lens to Conceptualise a Framework for Fostering Interdisciplinary Science Habits in Postsecondary Students
Quelle	In: International Journal of Science Education, 44 (2022) 18, S.2685-2703 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Labouta, Hagar Ibrahim) ORCID (Adams, Jennifer D.) ORCID (Anikovskiy, Max) ORCID (Kenny, Natasha A.) ORCID (Cramb, David T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2146468
Schlagwörter	Science Instruction; Interdisciplinary Approach; Student Attitudes; Undergraduate Students; Scientific Research; Scientific Concepts; Science Programs; Educational Experience; Guidelines; Teaching Methods; Research Projects; Self Concept; Constructivism (Learning) + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schülerverhalten; Bildungserfahrung; Richtlinien; Teaching method; Lehrmethode; Unterrichtsmethode; Forschungsvorhaben; Selbstkonzept
Abstract	This study presents a conceptual framework for embedding interdisciplinary learning approaches in a postsecondary science program in order to foster interdisciplinary science habits in students. The framework was developed through the lens of a multi-year interdisciplinary postsecondary science program that encompasses a series of courses in which science disciplines are bridged within an authentic science research environment. The validity of the developed framework is supported by the empirical data comprising live experiences of the students obtained through questionnaires, interviews and focus groups. The data were processed and evaluated using content analysis and activity theory. This work provides design principles that will be useful for both program developers and education researchers seeking to launch effective interdisciplinary science programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01