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College science education needs to foster students' habit of mind beyond disciplinary constraints. However, little research has been devoted to assessing students' interdisciplinary understanding. To address this problem, we formed a team of experts from different disciplines to develop interdisciplinary assessments that target introductory college-level science. We started our project by focusing on osmosis, a topic that involves knowledge from multiple science disciplines. We developed an instrument focusing on this topic and administered it to 3 classes of college students. A Rasch partial credit analysis showed that the items demonstrated satisfactory psychometric properties. The findings also revealed the differences between student's disciplinary and interdisciplinary understanding. The educational implications of the study were discussed. 相似文献
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Ji Shen Shannon Sung Dongmei Zhang 《International Journal of Science Education》2013,35(17):2809-2835
Students need to think and work across disciplinary boundaries in the twenty-first century. However, it is unclear what interdisciplinary thinking means and how to analyze interdisciplinary interactions in teamwork. In this paper, drawing on multiple theoretical perspectives and empirical analysis of discourse contents, we formulate a theoretical framework that helps analyze interdisciplinary reasoning and communication (IRC) processes in interdisciplinary collaboration. Specifically, we propose four interrelated IRC processes—integration, translation, transfer, and transformation, and develop a corresponding analytic framework. We apply the framework to analyze two meetings of a project that aims to develop interdisciplinary science assessment items. The results illustrate that the framework can help interpret the interdisciplinary meeting dynamics and patterns. Our coding process and results also suggest that these IRC processes can be further examined in terms of interconnected sub-processes. We also discuss the implications of using the framework in conceptualizing, practicing, and researching interdisciplinary learning and teaching in science education. 相似文献
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李明秋 《鞍山师范学院学报》2012,14(3):59-62
＂马丁论＂的跨学科性是跨学科外语专业建设的出发点。以渗透式模式、支架式模式、抛锚式模式和＂马丁论＂式模式四种模式实现＂多维一体＂的跨学科外语专业教学建设。并从大连海洋大学的跨学科外语专业学科建设和教学建设的双重角度分析跨学科外语专业的学科内涵,梳理出学科建设与教学建设是不可分割的既有交叉又有互动的建设体系。 相似文献
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龙运荣 《湖南大众传媒职业技术学院学报》2007,7(1):45-47
社会工作与新闻分属于不同的学科领域,但有着共同的价值取向。把社会工作的理论和方法运用到新闻报道中,有利于促进新闻报道的亲和力、贴近性和可读性,有利于建立良好的工作关系,有利于增强媒体的竞争力。 相似文献
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STEM教育的不断发展,催生了对跨学科整合型课程的迫切需求。然而当前我国的STEM课程建设更多注重形式规范,总体质量堪忧,因此从跨学科整合视角来开发优质的STEM课程以指导教学迫在眉睫。比较与借鉴是提质增效解决问题的重要途径。为提升我国STEM课程建设质量,借鉴权威的STEM课程整合评价工具,从课程背景、工程设计挑战、科学内容整合、数学内容整合、教学策略、团队合作、交流、评估、组织等9个维度对58个国内外STEM优秀课程案例进行定性与定量对比分析后发现,我国的STEM课程案例在课程背景、科学内容整合、教学策略和评估四个方面较国外STEM课程存在明显不足。这在一定程度上制约了我国STEM课程建设和教学质量提升。未来我国STEM课程建设应从以下四个方面加强:一是提升对社会问题的响应度,培养学生的社会责任感;二是鼓励有效失败,营造真实的科学体验;三是丰富以学生为中心的策略,放大学生的思维过程;四是注重非正式评价,促进学生综合能力的发展。 相似文献
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学科交融创新与民族地区研究生培养模式的重构 总被引：1，自引：0，他引：1
“艺学与少数民族学跨学科交融”教改课题的实施，为民族地区硕士的学生拓宽了学术视野，增强了理论思辨能力，艺学专业的学生则走出了玄虚理论的怪圈，扎扎实实从田野调查做起，以实证研究作为切入点，将理论建立在厚实的社会化根基之上。 相似文献
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通过对"传统学科""跨学科""超学科"概念辨析,结合对学科知识生产发展历史研究,将学科知识生产划分为三种模式:传统学科知识生产模式,跨学科知识生产模式,超学科知识生产模式。三种模式既相互独立又相互依存,传统学科、跨学科知识生产模式是超学科知识生产模式的基础,超学科知识生产模式是传统学科、跨学科知识生产模式的补充和延伸。学科知识生产模式的划分既促进不同类型知识生产、创新,又有利于大学更好发挥人才培养、科学研究、社会服务职能,更好实现大学使命。 相似文献