Toward an Analytic Framework of Interdisciplinary Reasoning and Communication (IRC) Processes in Science

Shen, Ji; Sung, Shannon; Zhang, Dongmei

doi:10.1080/09500693.2015.1106026

Cited by 28 publications

(15 citation statements)

References 29 publications

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“…Consequently, the measurement of interdisciplinary competence could be insufficient in this study, since there is no agreedupon definition of interdisciplinary competence in the scientific community. Some define interdisciplinary competence as interdisciplinary communication competence (Shen et al, 2015), interdisciplinary cultural competence (Pecukonis et al, 2008), or interdisciplinary collaboration competence (Brandstädter & Sonntag, 2016). Unfortunately, the definition of interdisciplinary competence applied in this study is the only one for which measuring instruments are available.…”

Section: Discussionmentioning

confidence: 99%

“…These are: taking a critical stand on disciplinary limitations, solving complex problems across disciplines, communicating across disciplines, handling interdisciplinary collaboration and teamwork, as well as using integrative potentials to create innovations (Brandstädter & Sonntag, 2016;Lattuca, Knight, & Bergom, 2013;Pecukonis, Doyle, & Bliss, 2008;Shen, Sung, & Zhang, 2015).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

How to Enhance Interdisciplinary Competence—Interdisciplinary Problem-Based Learning versus Interdisciplinary Project-Based Learning

Braßler¹,

Dettmers²

2017

Interdisciplinary Journal of Problem-Based Learning

130

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

How to Enhance Interdisciplinary Competence—Interdisciplinary Problem-Based Learning versus Interdisciplinary Project-Based Learning

Braßler¹,

Dettmers²

2017

Interdisciplinary Journal of Problem-Based Learning

130

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“…At the stage of determining the focus of students' problems with audiovisual learning styles, determining the focus of the problem through understanding the questions they get, in general, audiovisual students determine the focus of the problem using the inductive method, which means making conclusions in general from the specific information that students have understood. The general form of inductive thinking is a generalization with a limited scope, so it is known that the subject makes generalizations before determining the problem's focus (Nugraha et al, 2017;Shen et al, 2015). At the stage of identifying and evaluating various errors, students in audiovisual learning styles tend to do it by checking the suit skill between the calculations' results and the accuracy of the answers from the images on the questions.…”

Section: Supported By Audiovisual Subject Interview Excerpt 2 (Sa2)mentioning

confidence: 99%

Profile of Students Analytical Thinking Skills in Learning Style for Completing Substance Pressure Problems

Fadly

2021

Jambura Physics J.

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The skill to think analytically is an important skill for students to have, where the skill to think analytically helps students solve problems in science lessons that require an analytical skill to solve them. The research method is qualitative with a naturalistic design. This research was conducted at some Junior High schools in Ponorogo using the purposive sampling technique. Data were collected using in-depth interviews, observation, and documentation, then analyzed using quantitative descriptive and qualitative descriptive. This study aims to determine the profile of students' analytical thinking skills in solving problem-based problems in the grade 8th at pressure material and determine the pattern of its relationship with scientific exploration. The results showed that: 1) the profile of the analytical thinking skill in terms of the learning styles of students, namely the visual style subjects intend to explain what is known through the direct explanation in more detail, the audiovisual subjects are more likely to form simpler patterns with reasoning patterns generalization and on kinesthetic subjects tend to apply different (unique) concepts, but still have a relationship with the problem, 2) the pattern of the relationship between analytical thinking skills and learning styles, namely the exploration of science, which includes aspects of experience, reasoning, modalities, and the mindset of students. Through the results of this study, it is hoped that it can provide theoretical and practical insights for educators in determining approaches and strategies for achieving science analytical competence according to students' learning styles at school.

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“…Therefore, replication studies involving new cohorts of students participating in food quality management courses or in other interdisciplinary courses are recommended, thereby enabling the evaluation of the representativeness of the results gained. The present investigation can be extended by empirical research on relationships between the analysis of interdisciplinary learning processes and interdisciplinary learning outcomes as recommended by Spelt et al (2009) using the recent developments on assessing interdisciplinary competence, reasoning, and communication (Gvili et al 2016;Lattuca, Knight, and Bergom 2013;Shen, Sung, and Zhang 2015) and analysing interdisciplinary tasks (Gouvea et al 2013). It would also be interesting to investigate whether students with a relatively more open and appreciative attitude towards other disciplines show other learning processes compared to students who have a relatively less open and appreciative attitude (Gero 2016).…”

Section: Further Research and Implicationsmentioning

confidence: 99%

A multidimensional approach to examine student interdisciplinary learning in science and engineering in higher education

Spelt

Luning

Boekel

et al. 2016

European Journal of Engineering Education

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Preparing science and engineering students to work in interdisciplinary teams necessitates research on teaching and learning of interdisciplinary thinking. A multidimensional approach was taken to examine student interdisciplinary learning in a master course on food quality management. The collected 615 student experiences were analysed for the cognitive, emotional, and social learning dimensions using the learning theory of Illeris. Of these 615 experiences, the analysis showed that students reported 214, 194, and 207 times on, respectively, the emotional, the cognitive, and the social dimension. Per learning dimension, key learning experiences featuring interdisciplinary learning were identified such as 'frustrations in selecting and matching disciplinary knowledge to complex problems' (emotional), 'understanding how to apply theoretical models or concepts to real-world situations' (cognitive), and 'socially engaging with peers to recognise similarities in perceptions and experiences' (social). Furthermore, the results showed that students appreciated the cognitive dimension relatively more than the emotional and social dimensions.

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Toward an Analytic Framework of Interdisciplinary Reasoning and Communication (IRC) Processes in Science

Cited by 28 publications

References 29 publications

How to Enhance Interdisciplinary Competence—Interdisciplinary Problem-Based Learning versus Interdisciplinary Project-Based Learning

How to Enhance Interdisciplinary Competence—Interdisciplinary Problem-Based Learning versus Interdisciplinary Project-Based Learning

Profile of Students Analytical Thinking Skills in Learning Style for Completing Substance Pressure Problems

A multidimensional approach to examine student interdisciplinary learning in science and engineering in higher education

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