Designing Discipline-Specific Roles for Interdisciplinary Learning: Two Comparative Cases in an Afterschool STEM + L Programme

Autor/inn/en	Jiang, Shiyan; Shen, Ji; Smith, Blaine E.
Titel	Designing Discipline-Specific Roles for Interdisciplinary Learning: Two Comparative Cases in an Afterschool STEM + L Programme
Quelle	In: International Journal of Science Education, 41 (2019) 6, S.803-826 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shen, Ji) ORCID (Smith, Blaine E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2019.1581958
Schlagwörter	Interdisciplinary Approach; After School Programs; STEM Education; Middle School Students; Cooperative Learning; Collaborative Writing; Science Fiction; Role Playing; Perspective Taking; Story Telling; Learning Processes + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; STEM; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Kooperatives Lernen; Rollenspiel; Zukunftsperspektive; Learning process; Lernprozess
Abstract	The current K-12 educational system often does not engage students in interdisciplinary learning. To address this need, we developed an integrated STEM + L (Science, Technology, Engineering, Math, and Digital Literacies) afterschool programme in which middle school students took discipline-specific roles (writer, scientist, artist, and engineer) and worked in small groups to produce multimodal science fictions. The study aims to investigate the effect of discipline-specific roles on students' interdisciplinary and collaborative learning processes. Two groups were chosen as comparison cases because their final products indicated low and high levels in integrating science and literacy respectively. Analysing and visualising students' individual role-changing patterns and examining their discourse in role-specific interactions revealed the following features for high-quality interdisciplinary learning: (1) Students need to be willing and able to enact not only expected roles, but also other roles; (2) Students need to develop awareness of their own and others' role enactment; (3) Collaboration between students with different roles may follow a possible trajectory from solo-construction, to co-construction, to re-construction. This study also proposes instructional strategies related to the design of discipline-specific roles to facilitate interdisciplinary learning in STEM education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01