A Framework to Guide Undergraduate Education in Interdisciplinary Science

Autor/inn/en	Tripp, Brie; Shortlidge, Erin E.
Titel	A Framework to Guide Undergraduate Education in Interdisciplinary Science
Quelle	In: CBE - Life Sciences Education, 18 (2019) 2, (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
Schlagwörter	Undergraduate Study; Interdisciplinary Approach; Barriers; College Faculty; Teacher Attitudes; Definitions; Science Curriculum; Institutional Role; Expertise; Teacher Collaboration; Outcomes of Education; Student Attitudes; STEM Education; Research Methodology; Alignment (Education); Biology; Minimum Competencies; Science Instruction; Evaluation Criteria; Curriculum Design; Intellectual Disciplines + Suchen Sie Ihr Suchwort? Grundstudium; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Fakultät; Lehrerverhalten; Begriffsbestimmung; Expert appraisal; Lehrerkooperation; Lernleistung; Schulerfolg; Schülerverhalten; STEM; Research method; Forschungsmethode; Biologie; Fundamentum; Mindestwissen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrplangestaltung; Geisteswissenschaften
Abstract	An expanded investment in interdisciplinary research has prompted greater demands to integrate knowledge across disciplinary boundaries. "Vision and Change" similarly made interdisciplinary expectations a key competency for undergraduate biology majors; however, we are not yet synchronized on the meaning of interdisciplinarity, making this benchmark difficult to meet and assess. Here, we discuss aspects of interdisciplinarity through a historical lens and address various institutional barriers to interdisciplinary work. In an effort to forge a unified path forward, we provide a working definition of interdisciplinary science derived from both the perspectives of science faculty members and scientific organizations. We leveraged the existing literature and our proposed definition to build a conceptual model for an Interdisciplinary Science Framework to be used as a guide for developing and assessing interdisciplinary efforts in undergraduate science education. We believe this will provide a foundation from which the community can develop learning outcomes, activities, and measurements to help students meet the "Vision and Change" core competency of "tapping into the interdisciplinary nature of science." (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	2020/1/01