Multidisciplinarity, Interdisciplinarity, Transdisciplinarity, and the Sciences

Alvargonzález, David

doi:10.1080/02698595.2011.623366

Cited by 185 publications

(89 citation statements)

References 16 publications

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“…The lessons in Swedish included skills in both written and oral argumentation. The nature of the co-operation between the teachers can be described as multidisciplinary, meaning that the disciplines stayed well within their boundaries (Alvargonzález, 2011) with no direct links in between (other than sharing the same examining task). They did not share any common pedagogical ideas or make any deeper connections between the content of their teaching.…”

Section: Methodsmentioning

confidence: 99%

Science and Language Teachers’ Assessment of Upper Secondary Students’ Socioscientific Argumentation

Christenson

Gericke

Rundgren

2016

Int J of Sci and Math Educ

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Researchers and policy-makers have recognized the importance of including and promoting socioscientific argumentation in science education worldwide. The Swedish curriculum focuses more than ever on socioscientific issues (SSI) as well. However, teaching socioscientific argumentation is not an easy task for science teachers and one of the more distinguished difficulties is the assessment of students' performance. In this study, we investigate and compare how science and Swedish language teachers, participating in an SSI-driven project, assessed students' written argumentation about global warming. Swedish language teachers have a long history of teaching and assessing argumentation and therefore it was of interest to identify possible gaps between the two groups of teachers' assessment practices. The results showed that the science teachers focused on students' content knowledge within their subjects, whereas the Swedish language teachers included students' abilities to select and use content knowledge from reliable reference resources, the structure of the argumentation and the form of language used. Since the Swedish language teachers' assessment correlated more with previous research about quality in socioscientific argumentation, we suggest that a closer co-operation between the two groups could be beneficial in terms of enhancing the quality of assessment. Moreover, SSI teaching and learning as well as Int J of Sci and Math Educ assessment of socioscientific argumentation ought to be included in teacher training programs for both pre-and in-service science teachers.

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Section: Methodsmentioning

confidence: 99%

Science and Language Teachers’ Assessment of Upper Secondary Students’ Socioscientific Argumentation

Christenson

Gericke

Rundgren

2016

Int J of Sci and Math Educ

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“…Por el contrario, un buen ejemplo de coordinación de diferentes disciplinas se halla en la interdisciplinariedad, en donde se integran, enlazan, enfocan y se hacen interactuar diferentes disciplinas. Ejemplos concretos de esta última son la antropología económica o la biogeografía (Alvargonzález, 2011). Por otro lado, la transdisciplinariedad, como bien indica su nombre, pretende avanzar sobre estas dos últimas, ser unificadora, transgresora y transformadora, constituir un enlace crítico, integrador y teórico, con el cual nos referiremos al conocimiento que va más allá de los límites disciplinarios tras un proceso que reúne disciplinas y recambian información (Kerne, 2005;Choi y Pak, 2006;Klein, 2010) .…”

Section: Marco Teórico Interdisciplinariedad Multidisciplinariedad Yunclassified

Inter y transdisciplinariedad en textos escolares de física: un estudio de dos casos

Palacios

Guevara

2017

Apice Rev Educ Cient

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[Recibido el 1 de marzo de 2017, aceptado el 1 de junio de 2017] La Física alberga múltiples relaciones con otras ciencias experimentales y humanas; no obstante, estas relaciones no suelen ser explicitadas en los libros de texto utilizados en la enseñanza obligatoria. Esta investigación analiza cómo se contempla la inter y transdisciplinariedad en libros de texto de Física. Para ello se evalúa, mediante una categorización derivada de un análisis de contenidos y de una revisión teórica, la consideración del enfoque Ciencia-Tecnología-Sociedad (CTS), la Historia y Naturaleza de la Ciencia, junto con la referencia hacia otras disciplinas. Se analiza un libro español y otro chileno de similar nivel educativo e importante difusión editorial. Los resultados evidencian una significativa presencia de los tópicos analizados pero con diferencias notables entre ambos textos. Como futuras líneas de investigación se plantean, entre otras, su extensión a libros de texto de otras disciplinas como Biología o Química.Palabras clave: Libros de texto; Análisis de contenido; Física; Interdisciplinariedad; Transdisciplinariedad. Inter and Transdisciplinarity in Physics textbooks: A study of two casesPhysics has multiple relationships with other experimental and human sciences; however, these relationships are not usually made explicit in textbooks used in compulsory education. This investigation analyze how inter and transdisciplinarity are considered in Physics textbooks. By means of a categorization derived from a content analysis and a theoretical revision is assessed how the Science-Technology-Society (STS), as well as the incorporation of the History and Nature of Science approaches and other subjects are presented. For it, two Spanish and Chilean textbooks from similar educational levels and brad editorial diffusion were reviewed. The results show a significant presence of the topics discussed but with relevant differences in both textbooks. Future lines of research should include, among others, its extension to textbooks of other disciplines such as Biology or Chemistry.

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“…This is because, even when different disciplines converge towards the same range of problems, each discipline will have its way of conceptualising and modelling such problems. As pointed out by Alvargonzález (2011), scientific disciplines are 'operationally closed' around theories, principles, and material objects (i.e. experimental devices).…”

Section: Disciplinary Convergence and The Dynamics Of Interdisciplinamentioning

confidence: 99%

Specialisation, Interdisciplinarity, and Incommensurability

Politi

2017

International Studies in the Philosophy of Science

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Incommensurability may be regarded as driving specialisation, on the one hand, and as posing some problems to interdisciplinarity, on the other hand. It may be argued, however, that incommensurability plays no role in either specialisation or interdisciplinarity. Scientific specialties could be defined as simply 'different' (that is, about different things), rather than 'incommensurable' (that is, competing for the explanation of the same phenomena). Interdisciplinarity could be viewed as the co-ordinated effort of scientists possessing complementary and interlocking skills, and not as the overcoming of some sort of incommensurable divide. This article provides a comprehensive evaluative examination of the relations between specialisation, interdisciplinarity, and incommensurability. Its aim is to defend the relevance of incommensurability to both specialisation and interdisciplinarity. At the same time, it aims at correcting the tendency, common among many philosophers, to regard incommensurability in a restrictive manner-such as, for example, as an almost purely semantic issue.

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Multidisciplinarity, Interdisciplinarity, Transdisciplinarity, and the Sciences

Cited by 185 publications

References 16 publications

Science and Language Teachers’ Assessment of Upper Secondary Students’ Socioscientific Argumentation

Science and Language Teachers’ Assessment of Upper Secondary Students’ Socioscientific Argumentation

Inter y transdisciplinariedad en textos escolares de física: un estudio de dos casos

Specialisation, Interdisciplinarity, and Incommensurability

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