Using Disciplinary Literacy Practices to Enhance Interdisciplinary Instruction

Autor/inn/en	Capotosto, Lauren; Carrasquillo, Rosa Elena; Vargas, Madeline
Titel	Using Disciplinary Literacy Practices to Enhance Interdisciplinary Instruction
Quelle	In: College Teaching, 70 (2022) 1, S.29-32 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-7555
DOI	10.1080/87567555.2021.1873725
Schlagwörter	Literacy Education; Interdisciplinary Approach; Scaffolding (Teaching Technique); Intellectual Disciplines; Undergraduate Students; Microbiology; Science Instruction; History Instruction; Teaching Methods; Learning Experience; Concept Formation; Natural Disasters; Puerto Rico + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Geisteswissenschaften; Mikrobiologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; History lessons; Geschichtsunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lernerfahrung; Concept learning; Begriffsbildung; Natural disaster; Naturkatastrophe
Abstract	To prepare students to integrate diverse perspectives, colleges nationwide offer a wide range of interdisciplinary learning experiences. Within this educational context, students often need more than exposure to multiple perspectives in order to integrate ideas across disciplines. They benefit from instruction that scaffolds their efforts to integrate ideas. Yet, even faculty may find it difficult to identify the points of integration between disciplines that are rarely put in discussion with one another. In this Quick Fix article, we suggest that annotating a common text can help faculty uncover core concepts that bridge their respective disciplines. We describe the ways in which this preparation strategy informed an undergraduate-level interdisciplinary experience with students in microbiology and history courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01