论文标题
跨学科学习：评估跨学科概念应用的框架
Cross-disciplinary learning: A framework for assessing application of concepts across STEM disciplines
论文作者
论文摘要
我们建议并定义跨学科学习的结构，这可以指导在跨多个STEM学科的顺序学习的程序中的学习和评估。跨学科学习结合了跨学科学习，转移和资源框架的见解，并突出了资源激活，转型和集成的过程，以通过从其他，先决条件的纪律中汲取知识来支持新的学科环境中的感官。我们描述了基于此结构的两种测量方法：一种配对的多项选择工具，旨在衡量跨学科学习的程度，以及一种思考的访谈方法，以提供有关激活资源的见解，以及如何使用它们，以了解一种不熟悉的现象。我们对课程和课程评估有影响。
We propose and define the construct, cross-disciplinary learning, which can guide learning and assessment in programs that feature sequential learning across multiple STEM disciplines. Cross-disciplinary learning combines insights from interdisciplinary learning, transfer, and resources frameworks and highlights the processes of resource activation, transformation, and integration to support sensemaking in a novel disciplinary context by drawing on knowledge from other, prerequisite disciplines. We describe two measurement approaches based on this construct: A paired multiple choice instrument set to measure the extent of cross-disciplinary learning, and a think-aloud interview approach to provide insights into which resources are activated, and how they are used, in making sense of an unfamiliar phenomenon. We offer implications for program and course assessment.
