Research and Teaching: Toward Interdisciplinary Perspectives--Using Osmotic Pressure as an Example for Analyzing Textbook Explanations

Autor/inn/en	Sung, Shannon; Shen, Ji; Stanger-Hall, Kathrin F.; Wiegert, Craig; Li, Wan-l; Brown, Scott; Robertson, Tom
Titel	Research and Teaching: Toward Interdisciplinary Perspectives--Using Osmotic Pressure as an Example for Analyzing Textbook Explanations
Quelle	In: Journal of College Science Teaching, 44 (2015) 4, (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
DOI	10.2505/4/jcst15_044_04_76
Schlagwörter	Science Education; Interdisciplinary Approach; Student Evaluation; Science Process Skills; Scientific Concepts + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schulnote; Studentische Bewertung
Abstract	Despite the increasing interests and practices in interdisciplinary science education, little research has been documented to develop effective assessments targeting students' interdisciplinary learning. In response to this gap, a team of scientists and educators developed an interdisciplinary assessment instrument targeting osmosis, which was chosen because it involves concepts from multiple disciplines and was identified as one of the most important topics by college instructors from different disciplines. (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01