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

Autor/inn/en	Shen, Ji; Sung, Shannon; Zhang, Dongmei
Titel	Toward an Analytic Framework of Interdisciplinary Reasoning and Communication (IRC) Processes in Science
Quelle	In: International Journal of Science Education, 37 (2015) 17, S.2809-2835 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1106026
Schlagwörter	Interdisciplinary Approach; Teamwork; Discourse Analysis; Communication Strategies; Cooperation; Science Instruction; Coding; Transfer of Training; Language Usage; Change Strategies; College Faculty; Graduate Students; Concept Mapping; Vocabulary; Student Evaluation; Evaluation Methods; Educational Improvement + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Diskursanalyse; Kommunikationsstrategie; Co-operation; Kooperation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Codierung; Programmierung; Training; Transfer; Ausbildung; Sprachgebrauch; Lösungsstrategie; Fakultät; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Concept Map; Wortschatz; Schulnote; Studentische Bewertung; Teaching improvement; Unterrichtsentwicklung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01