Toward a cognitive framework of interdisciplinary understanding

Shannon Sung, Ji Shen, Dongmei Zhang

Research output: Chapter in Book/Report/Conference proceedingConference contribution

1 Scopus citations

Abstract

Students need to think and work across disciplinary boundaries in the 21st century. However, it is unclear what interdisciplinary thinking means and how to assess students' interdisciplinary understanding. In this paper, drawing from multiple perspectives in the learning sciences, we aim to apply and refine a theoretical framework that helps define interdisciplinary learning in science. Specifically, we examine four cognitive dimensions of interdisciplinary understanding: integration, translation, transfer, and transformation (IT3 framework). We apply the framework in analyzing the conversations among university faculty members from different science disciplines who strive to improve college level science education. We report our results and further discuss the implications of using our framework in conceptualizing interdisciplinary learning.

Original languageEnglish (US)
Title of host publication10th International Conference of the Learning Sciences
Subtitle of host publicationThe Future of Learning, ICLS 2012 - Proceedings
Pages299-306
Number of pages8
StatePublished - Dec 1 2012
Externally publishedYes
Event10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Sydney, NSW, Australia
Duration: Jul 2 2012Jul 6 2012

Publication series

Name10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings
Volume1

Other

Other10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012
CountryAustralia
CitySydney, NSW
Period7/2/127/6/12

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

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