Exploring the Impact of Disciplinary Context on Students' Dynamic Transfer of Learning When Addressing Problems That Apply the First Law of Thermodynamics

Autor/inn/en	Parobek, Alexander P.; Chaffin, Patrick M.; Towns, Marcy H.
Titel	Exploring the Impact of Disciplinary Context on Students' Dynamic Transfer of Learning When Addressing Problems That Apply the First Law of Thermodynamics
Quelle	In: International Journal of Science Education, 45 (2023) 7, S.571-592 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parobek, Alexander P.) ORCID (Chaffin, Patrick M.) ORCID (Towns, Marcy H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2023.2167499
Schlagwörter	Physics; Thermodynamics; Teaching Methods; STEM Education; Chemistry; Engineering Education; Transfer of Training; Interdisciplinary Approach; Context Effect; Epistemology; Scientific Concepts; Concept Formation; Energy; Undergraduate Students; Majors (Students); Thinking Skills + Suchen Sie Ihr Suchwort? Physik; Thermodynamik; Teaching method; Lehrmethode; Unterrichtsmethode; STEM; Chemie; Ingenieurausbildung; Training; Transfer; Ausbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Erkenntnistheorie; Concept learning; Begriffsbildung; Energie; Denkfähigkeit
Abstract	A widespread call has been made to develop and support more integrated approaches to STEM education. The first law of thermodynamics serves as a guiding principle for the crosscutting concept of energy and matter. A qualitative interview study was undertaken to support integrated approaches to STEM education by exploring how chemistry, physics, and engineering students (n = 40) transfer first law concepts across disciplinary contexts. Acquired interview data were analysed through the lens of the dynamic transfer framework to reveal the underlying contextual elements students used to know with. Emergent trends across the disciplines revealed how these applied reasoning approaches and epistemologies were realised by each discipline. Productive transfer is shown to be facilitated by the coordination of different disciplinary epistemologies. Suggestions are made to practitioners on how to support students in applying different reasoning approaches when addressing first law problems. The applied methods also serve as a promising methodology for future investigation of students' transfer of crosscutting concepts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01