Beyond Interdisciplinarity

Klein, Julie Thompson

doi:10.1093/oso/9780197571149.001.0001

Cited by 26 publications

(1 citation statement)

References 62 publications

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“… 3 However, understanding complex and multidimensional issues such as human behaviour requires socioecological and transdisciplinary perspectives. 4 …”

mentioning

confidence: 99%

Using behavioural and social sciences to inform public policies during COVID-19, Uruguay

Gómez¹,

Dogmanas²,

Brunet-Adami³

et al. 2021

Bull World Health Org

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“… 3 However, understanding complex and multidimensional issues such as human behaviour requires socioecological and transdisciplinary perspectives. 4 …”

mentioning

confidence: 99%

Using behavioural and social sciences to inform public policies during COVID-19, Uruguay

Gómez¹,

Dogmanas²,

Brunet-Adami³

et al. 2021

Bull World Health Org

View full text Add to dashboard Cite

Inter‐/Transdisciplinary Research

Klein¹

2022

The International Encyclopedia of Health Communication

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The term interdisciplinarity is dated conventionally to research on social problems in the 1920s, such as crime, migration, and interracial relations. It was also linked in the opening decades of the twentieth century to integrative approaches in education rather than specialized subjects and disciplines alone, most notably in the core curriculum and general education movements. By the 1940s defense‐related needs were a major catalyst, benchmarked by the Manhattan Project to create scientific knowledge of nuclear fission and implosion as well as technological pragmatics of building an atomic bomb. By the 1970s new fields were also emerging, including ethnic, women's, environmental, and urban studies. Subsequently, international economic competition in science‐based fields was a primary driver in areas such as manufacturing, engineering, computers, and biomedicine. In recent decades inter‐ and transdisciplinarity have loomed larger in fields of sustainability and health. The current momentum is driven in large part by the widespread conviction that the complexity of scientific and societal problems today requires multiple forms of expertise. Collaborative practice has become a standard of care in many settings, from doctors' offices, clinics, and hospitals to nursing homes and community health agencies. Health communication scientists may also create media campaigns, serve as spokespersons for agencies, market drug therapies and medical equipment, conduct research or explain policies and procedures to patients and clients. This entry begins with a basic vocabulary of interdisciplinary, transdisciplinary, and interprofessional work, followed by the link between communication and collaboration in teamwork, then closing with pertinent competencies and strategies for communication.

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Teachers' perspectives on the relationship between secondary school departments of science and religious education: Independence or mutual enrichment?

Woolley,

Bowie,

Hulbert

et al. 2023

The Curriculum Journal

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There is a gap in the research on the relationship between secondary school subject departments, particularly where, as in the case of science and religious education (RE), there is not the traditional relationship that may be seen in science and maths or across humanities subjects. More awareness of content taught in other departments is important for pupils' coherent experience of curriculum and schooling. This article reports on data from 10 focus groups with 50 participants from six universities, where student teachers of science and RE revealed a complex picture of relationships between the two departments in their placement schools. Furthermore, this article reports findings from a survey where 244 teachers and student teachers of science and RE shared their perspectives on the relationship between the two school departments. The measure was adapted from Barbour's typology, a classification describing the nature of the relationship between science and religion in a range of literature. The terms ‘conflict’, ‘independence’, ‘dialogue’, ‘collaboration’ and ‘integration’ were presented to teachers of both subjects. Little evidence was found of conflict between science and RE departments, but more ‘independence’ than ‘dialogue’ between the two departments was reported. In the light of these findings, the benefits of boundary crossing are explored alongside the role teachers should play in boundary crossing.

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Beyond Interdisciplinarity

Cited by 26 publications

References 62 publications

Using behavioural and social sciences to inform public policies during COVID-19, Uruguay

Using behavioural and social sciences to inform public policies during COVID-19, Uruguay

Inter‐/Transdisciplinary Research

Teachers' perspectives on the relationship between secondary school departments of science and religious education: Independence or mutual enrichment?

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