ERIC Number: EJ1376947
Record Type: Journal
Publication Date: 2022
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0950-0693
EISSN: EISSN-1464-5289
Available Date: N/A
Using Activity Theory as an Analytical Lens to Conceptualise a Framework for Fostering Interdisciplinary Science Habits in Postsecondary Students
Labouta, Hagar Ibrahim; Adams, Jennifer D.; Anikovskiy, Max; Kenny, Natasha A.; Reid, Leslie; Cramb, David T.
International Journal of Science Education, v44 n18 p2685-2703 2022
This study presents a conceptual framework for embedding interdisciplinary learning approaches in a postsecondary science program in order to foster interdisciplinary science habits in students. The framework was developed through the lens of a multi-year interdisciplinary postsecondary science program that encompasses a series of courses in which science disciplines are bridged within an authentic science research environment. The validity of the developed framework is supported by the empirical data comprising live experiences of the students obtained through questionnaires, interviews and focus groups. The data were processed and evaluated using content analysis and activity theory. This work provides design principles that will be useful for both program developers and education researchers seeking to launch effective interdisciplinary science programs.
Descriptors: Science Instruction, Interdisciplinary Approach, Student Attitudes, Undergraduate Students, Scientific Research, Scientific Concepts, Science Programs, Educational Experience, Guidelines, Teaching Methods, Research Projects, Self Concept, Constructivism (Learning)
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A