Journal articles on the topic 'Interdisciplinary approach to knowledge'
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1
O'Leary, D. E., and R. Studer. "Knowledge management: an interdisciplinary approach." IEEE Intelligent Systems 16, no. 1 (January 2001): 24–25. http://dx.doi.org/10.1109/mis.2001.912381.
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Braßler, Mirjam, and Sandra Sprenger. "Fostering Sustainability Knowledge, Attitudes, and Behaviours through a Tutor-Supported Interdisciplinary Course in Education for Sustainable Development." Sustainability 13, no. 6 (March 22, 2021): 3494. http://dx.doi.org/10.3390/su13063494.
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Extant research into the efficacy of—especially interdisciplinary—higher education for sustainable development (HESD) is limited. A need exists to investigate students’ development of sustainability knowledge, attitudes, and behaviours. Furthermore, universities have experienced difficulties implementing interdisciplinary HESD because of organisational barriers due to monodisciplinary structures, as well as educators’ and students’ reservations. This study introduces an interdisciplinary approach to HESD and investigates its efficacy regarding students’ development of sustainability knowledge, attitudes, and behaviours at a university in Germany. The approach applies a series of lectures by different sustainability experts accompanied by several tutorials that support students’ interdisciplinary learning and teamwork towards an interdisciplinary sustainability product. Tutors were trained in interdisciplinary teaching methods, as well as interdisciplinary communication and conflict management, beforehand. Before participating in the interdisciplinary course, the students had a moderate level of sustainability knowledge and behaviour, and a high level of sustainability attitudes. The results from the pre–post-test analysis indicate an increase in students’ sustainability knowledge and behaviours, and no change in students’ sustainability attitudes. If typical barriers to interdisciplinarity are mitigated, interdisciplinary HESD can facilitate students’ development.
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Chen, Meng-Lin. "SLA as an interdiscipline: A bibliometric study." Studies in Second Language Learning and Teaching 13, no. 4 (December 28, 2023): 843–82. http://dx.doi.org/10.14746/ssllt.40218.
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Nowadays, research in second language acquisition (SLA) is becoming increasingly interdisciplinary while many technical frontiers and research hotspots have emerged. Many studies focus on interdisciplinary topics, but few in-depth studies have been conducted on interdisciplinarity. This study examined the interdisciplinarity of SLA and the interdisciplinary development process using a bibliometrics approach. The study has found that the SLA discipline has played roles as both the provider and recipient of knowledge in the development of interdisciplines. In the first case, SLA theories and methods flow into the research areas of life sciences and technology to form interdisciplinary studies with brain research, neurology, cognition, computer technology, and engineering, making SLA a provider of knowledge In the second case, SLA research receives knowledge from areas of arts and humanities and social sciences as well as from interdisciplinary studies within its own discipline, making SLA a receiver of knowledge. The new insights into the interdisciplinarity of SLA provided in this study are helpful for our deeper understanding of the interdisciplinary nature of the SLA discipline.
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Tymkiv, Nadiya. "Interdisciplinarity in Higher Petroleum Education in the Context of International Standards." Comparative Professional Pedagogy 7, no. 4 (December 1, 2017): 52–57. http://dx.doi.org/10.1515/rpp-2017-0050.
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Abstract The article deals with the problem of interdisciplinarity impact on higher petroleum education in Ukraine. Different views on the essence of interdisciplinarity, especially in the context of higher petroleum education, have been presented. It has been indicated that many scholars have studied the essence of interdisciplinarity within higher education systems of different countries and identified that interdisciplinarity encompasses a combination or interrelation of various sciences that are embodied in engineering training process. Interdisciplinarity is considered as one of the effective tools to support enthusiasm of young generation for petroleum engineering; to increase motivation of future petroleum experts; and to enhance the efficiency of collaboration between professionals from different fields. In reality, interdisciplinary approach is very often confused with multidisciplinarity when educators give students knowledge from various disciplines without making the link between them into a coordinated whole. It has been concluded that interdisciplinarity or interdisciplinary approach can be regarded as a natural training context in which boundaries between knowledge systems tend to be erased and a new teaching paradigm is required. It has been revealed that implementation of interdisciplinary approach in engineering programmes necessitates the development of such an educational framework that would provide educators with the relevant methods, tools, and models for design of interdisciplinary engineering curricula regarding specific learning outcomes and ensure support for faculty members to improve their own competence in the interdisciplinary issues. The standards and guidelines of international educational interdisciplinarity of degree programmes in petroleum engineering are analyzed in the article.
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Sharma, Brajesh Kumar, and Vishal Kumar Shukla. "Interdisciplinary Approach to Education with Special Reference to Social Science at Secondary Schools." BSSS Journal of Education 12, no. 01 (June 30, 2023): 41–51. http://dx.doi.org/10.51767/je1203.
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Knowledge is a holistic unit. The various subjects of the school curriculum are branches of a holistic knowledge. In this way, the text material of another subject proves helpful in the teaching process of another subject. In this way, educational problems can be solved by uniting the knowledge of different fields. For this Herbert says, “The subjects of the course should be arranged in such a way that in the teaching of one subject, the knowledge of the other subjects can be useful”. In other words, "to solve a set of problems whose solution can be achieved only by integrating parts of existing disciplines" known as interdisciplinary approach of teaching. Social science subject is a subject providing study and aims of perfect living in society. The Interdisciplinary approach is one of the method to teach social science in schools because this approach tries to develop social science knowledge with other disciplines to provide better knowledge of the subject. Now in the current status of education the disciplinary approach of studying all the discipline separately has been losing its importance and trans-disciplinary and interdisciplinary approach are back with objective of giving practical shape to the knowledge instead of theoretical knowledge of the subjects. The main objective of present article is to find out the possibilities of interdisciplinary approach in the field of social science at secondary school level.
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Zhang, Jingjing, Yehong Yang, Elena Barberà, and Yu Lu. "Mapping Network Structure and Diversity of Interdisciplinary Knowledge in Recommended MOOC Offerings." International Review of Research in Open and Distributed Learning 23, no. 2 (May 1, 2022): 1–24. http://dx.doi.org/10.19173/irrodl.v23i2.5590.
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In massive open online courses (MOOCs), recommendation relationships present a collection of associations that imply a new form of integration, such as an interdisciplinary synergy among diverse disciplines. This study took a computer science approach, using the susceptible-infected (SI) model to simulate the process of learners accessing courses within networks of MOOC offerings, and emphasized the potential effects of a network structure. The current low rate of access suggests that a ceiling effect influences learners’ access to learning online, given that there are thousands of courses freely available. Interdisciplinary networks were created by adding recommended courses into four disciplinary networks. The diversity of interdisciplinarity was measured by three attributes, namely variety, balance, and disparity. The results attest to interesting changes in how the diversity of interdisciplinary knowledge grows. Particularly remarkable is the degree to which the diversity of interdisciplinarity increased when new recommended courses were first added. However, changing diversity implied that neighbouring disciplines were more likely to come to the forefront to attach to the interdisciplinarity of MOOC offerings, and that the pace of synergy among disparate disciplines slowed as time passed. In the absence of domain experts, expert knowledge is not sufficient to support interdisciplinary curriculum design. More evidence-based analytics studies showing how interdisciplinarity evolves in course offerings could help us to better design online courses that prepare learners with 21st-century skills.
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Cheng, Lee, and Samuel Leong. "Knowledge management ecological approach: a cross-discipline case study." Journal of Knowledge Management 21, no. 4 (July 10, 2017): 839–56. http://dx.doi.org/10.1108/jkm-11-2016-0492.
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Purpose The growing needs of interdisciplinary research have been hindered by implementation difficulties because of factors such as the availability and distribution of related knowledge. Knowledge management could be a viable solution to address the problems of interdisciplinary research and further its synergic effect by optimizing the use of knowledge across different disciplines. A knowledge management ecological (KME) approach that facilitates the study of knowledge management in discourses between different disciplines was proposed and applied in a case study within an interdisciplinary environment comprising three disciplines: software development, software business and music education. Design/methodology/approach Semi-structured interviews were conducted with three groups of key informants to examine the knowledge management processes within the environment. Findings The findings reveal the details of knowledge management activities in each of the three disciplines, but the lack of collaboration between them limits the opportunity for a synergistic effect to benefit the cross-discipline environment. Originality/value This study shows how the KME approach can be used to deepen the interdisciplinary understanding of knowledge management within and between different disciplines.
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Yanitsky, Oleg. "From Interdisiplinary Interactions Toward Interdisciplinary Knowledge." Advances in Social Sciences Research Journal 7, no. 5 (May 31, 2020): 359–68. http://dx.doi.org/10.14738/assrj.75.8214.
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The article presents a set of arguments on favor of an interdisciplinary approach to any events and transformations of the global SBT-system. Drawing on my previous social experience, the analysis of relevant scientific literature and my own studies on the emergence and development of current pandemics I came to the following conclusions. First, every social or natural action has an interdisciplinary character. Second, the regularities of global SBT-structure development and its feedbacks in relation to global economic and social life are still ill studied. Third, the key moment of any natural and social transformation and the interdisciplinary collaboration are the metabolic processes between qualitatively different essences. Four, the above changes points to the fact that the XX century and further has transformed a scientific thought and knowledge into the planetary phenomena. Five, it’s reflects that under current conditions all are interrelated with all. Six, the interdisciplinary approach to an SBT-system of any scale and mode of development has become absolutely necessary. Seven, the emergence and quick spread the pandemics across the world I call as the global critical situation, and it means that the global SBT-system has become over-integrated.
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Ogneviuk, Victor, Olena Protsenko, and Olga Melnychenko. "INTERDISCIPLINARY APPROACH IN THE TRAINING OF MASTER'S DEGREE STUDENTS (ON THE EXAMPLE OF THE COURSE “EDUCOLOGY”)." Educological discourse 33, no. 2 (2021): 1–15. http://dx.doi.org/10.28925/2312-5829.2021.2.1.
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The article is devoted to the general characteristics of the interdisciplinary approach as a way of interaction between sciences and the main factor in the growth of interdisciplinary links in the educational process. The authors emphasize the fact that interdisciplinarity is not a phenomenon that is unique to a particular science or a particular field of science, it applies to all fields of knowledge. The article traces the trends in the development of interdisciplinarity in the humanities on the example of the course "Educology". Considerable attention is paid by the authors to the effectiveness of the interdisciplinary approach in the training of higher education students of the educational program "Management of educational institutions" based on the experience of teaching the course "Educology" as an interdisciplinary subject. It is proved that the interdisciplinary approach in the process of professional training of future managers in the field of education allows to expand their scientific worldview and increase the level of methodological culture, promotes awareness of current problems in the field of education and search for solutions and practical life situations.
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Barité, Mario, Varenka Parentelli, Natalia Rodríguez Casaballe, and María Verónica Suárez. "Interdisciplinarity and Postgraduate Teaching of Knowledge Organization (KO): Elements for a Necessary Dialogue." KNOWLEDGE ORGANIZATION 50, no. 3 (2023): 227–41. http://dx.doi.org/10.5771/0943-7444-2023-3-227.
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Interdisciplinarity implies the previous existence of disciplinary fields and not their dissolution. As a general objective, we propose to establish an initial approach to the emphasis given to interdisciplinarity in the teaching of KO, through the teaching staff responsible for postgraduate courses focused on -or related to the KO, in Ibero-American universities. For conducting the research, the framework and distribution of a survey addressed to teachers is proposed, based on four lines of action: 1. The way teachers manage the concept of interdisciplinarity. 2. The place that teachers give to interdisciplinarity in KO. 3. Assessment of interdisciplinary content that teachers incorporate into their postgraduate courses. 4. Set of teaching strategies and resources used by teachers to include interdisciplinarity in the teaching of KO. The study analyzed 22 responses. Preliminary results show that KO teachers recognize the influence of other disciplines in concepts, theories, methods, and applications, but no consensus has been reached regarding which disciplines and authors are the ones who build interdisciplinary bridges. Among other conclusions, the study strongly suggests that environmental and social tensions are reflected in subject representation, especially in the construction of friendly knowledge organization systems with interdisciplinary visions, and in the expressions through which information is sought.
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Hisham Galal Abu Saada, Hisham Galal Abu Saada. "An Interdisciplinary approach to urban design education: knowledge enhancement." Journal of engineering sciences and information technology 2, no. 4 (December 30, 2018): 46–33. http://dx.doi.org/10.26389/ajsrp.h211118.
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In this debate, we claim that scholars should consider multidisciplinary approach as a new concept for knowledge enhancement so that it can be applied in the process of urban design education. This research assumes that there is no clear conception of enlightenment in the preparation and teaching of educational programs in many fields of architecture, particularly in the urban design discipline and some Egyptian universities, which makes some of the students' projects lose their relative quality. This research endeavors to emphasize the importance of accepting the multi-disciplinary approach related to knowledge-based urban design. The concluded section proposes the presentation of a specific declaration or document (Egyptian Manifesto). This document provides remarkable methodological guidelines, which is used to develop how researchers, scholars, and specialists think, and to raise the intellectual capability of practitioners. This research recommends that professionals begin to promote the efforts that develop knowledge.
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Kreps, T. V. "Interdisciplinary approach in research and teaching: advantages and problems of application." Scientific bulletin of the Southern Institute of Management, no. 1 (April 27, 2019): 115–20. http://dx.doi.org/10.31775/2305-3100-2019-1-115-120.
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The article deals with the interdisciplinary approach as an interdependent system of knowledge integration, expressed in research and teaching.The interpretation of the term “interdisciplinary approach in research and training” by E.M. Mirsky is taken as a basis, he interdisciplinary interaction is considered as a relationship between the systems of disciplinary knowledge in the process of integration and differentiation of sciences and collective forms of work of scientists in different fields of knowledge in the study of the same object.The article is based on an interdisciplinary approach the scientific base and system of education as a complex of fundamental and taxonomic disciplines are considered. The interdisciplinary connections with the focus on the effectiveness of training are considered. It contains the consistency of educational programs, determined by didactic goals and content. Interdisciplinary connections with the competence approach allow transferring knowledge, skills and abilities from one sphere of science and professional activity to another. Interdisciplinary approach is aimed at linking academic disciplines.There are several formats of implementation of an interdisciplinary approach to teaching at universities in the specialty “Economics”, based on an interdisciplinary approach offers to form the competence in the study of economic disciplines.The contradictions in the assimilation of knowledge, ideas and researching methods between the Sciences are smoothed out, and there is a complex application of the theory and practice obtained on the basis of the study of disciplines in professional activities. Both significant advantages and problems arising from the use of an interdisciplinary approach are noted.
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Kudaibergenova, A. A. "Interdisciplinary approach in modern memory research." BULLETIN of the L.N. Gumilyov Eurasian National University. Historical sciences. Philosophy. Religion Series 143, no. 2 (2023): 167–83. http://dx.doi.org/10.32523/2616-7255-2023-143-2-167-183.
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The study of memory in philosophy is associated with the search for answers to a wide range of questions that are detailed in different areas of scientific knowledge. In this regard, philosophers turn to the theoretical concepts of sociology, cultural studies, history, psychology, anthropology and other sciences. In Western philosophy, the study of memory has a long tradition based on the principle of rationality. Researchers have developed and continue to develop the terminological apparatus and tools necessary for the study of memory. Despite the accumulated experience of understanding memory, today there are many unresolved problems in Western philosophy, which the author proposes to study in this article within the framework of an interdisciplinary approach in the context of the perception of information disseminated by the media. This is very relevant in the context of globalization and the rapid development of information and communication technologies. The article substantiates that the study of memory in modern Western philosophy needs conceptualization, which is possible only within the framework of an interdisciplinary approach to the study of this phenomenon. The results of philosophers’ research should not be complex and often contradictory concepts, but complementary components of a single built-in system of knowledge about memory, in which there is a place for detailing memory research through the prism of different sciences. In the context of globalization, this will make it possible to exclude media manipulations aimed at replacing conceptual knowledge about memory for the sake of the opportunistic interests of political elites, as well as to take into account the existing advantages of the development of modern communication technologies that make it possible to spread the philosophical conceptualization of memory research in the society.
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Gaydeczka, Beatriz. "Interdisciplinary research: advancing knowledge and sustainable solutions." Revista Brasileira de Ciência, Tecnologia e Inovação 8, no. 1 (October 31, 2023): 1–3. http://dx.doi.org/10.18554/rbcti.v8i1.7105.
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In this issue of the Brazilian Journal of Science, Technology and Innovation (Revista Brasileira de Ciência, Tecnologia e Inovação (RBCTI), we present a selection of studies that reflect the importance of the interdisciplinary approach to understanding and solving the complex challenges we face in different areas of knowledge. This journal aims to promote quality research and foster dialogue between different disciplines, and the articles in this issue highlight the relevance of this approach and its impacts in areas such as aquatic ecology; animal health; civil engineering; socio-environmental impact assessment; cardiovascular health; the association between climate, socio-economic factors and the spatial distribution of arboviruses; and energy.
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DIACHENKO-BOHUN, M., L. HOMLIA, T. SHKURA, V. ROKOTIANSKA, and O. ORLOVSKYI. "INTERDISCIPLINARITY AS AN INNOVATIVE APPROACH TO TEACHING NATURAL SCIENCES." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 32 (December 8, 2023): 100–106. http://dx.doi.org/10.33989/2075-146x.2023.32.292646.
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The article "Interdisciplinarity as an Innovative Approach to Teaching Natural Sciences" explores the importance of an interdisciplinary approach in teaching natural sciences. The authors argue that the interdisciplinary approach allows for a deeper understanding of the subjects and involvement of students in active work with more sources of information. The article focuses on how interdisciplinarity can be applied in the teaching of science subjects such as physics, chemistry, and biology. The authors provide specific examples of how these different disciplines can be integrated to create a holistic approach to learning. For example, you can learn physical laws by applying them to chemical experiments or study biological processes using physical principles.
The authors also explore the challenges that arise when applying an interdisciplinary approach to teaching science, including the need to ensure sufficient time for in-depth study of each discipline. However, with the help of innovative teaching methods, such as the use of interactive materials and computer programs, it is possible to reduce this challenge and ensure effective learning. Natural sciences are the key to understanding the world around us, because they help us unravel natural laws and determine the relationships between various phenomena. Teaching science can be challenging because it often requires a deep understanding of many different topics.
One of the innovative approaches to teaching natural sciences is interdisciplinarity. It is an approach that combines different disciplines in order to understand a problem or phenomenon from a deeper and more complex perspective. The relevance of the research lies in the fact that in the modern conditions of the development of science and technology, an interdisciplinary approach in the teaching of natural sciences is of great importance. This allows students to expand their horizons and cover a wider range of knowledge, which contributes to their further professional development and career success.
In addition, the article suggests new approaches and teaching methods that may be useful for science teachers. The practical value of the article lies in the fact that it provides recommendations for the application of an interdisciplinary approach in teaching natural sciences, which will help teachers create more interesting and effective lessons for students. In addition, the article can be useful for students who want to broaden their horizons and increase their knowledge in natural sciences.
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Kurup, Premnadh Madhava, Yunying Yang, Xia Li, and Yan Dong. "Interdisciplinary and Integrated STEM." Encyclopedia 1, no. 4 (November 11, 2021): 1192–99. http://dx.doi.org/10.3390/encyclopedia1040090.
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Science, Technology, Engineering, and Mathematics (STEM) is an approach and movement in innovative educational practices from the primary level internationally. This would provide a platform for an inquiry approach, creativity, and innovation in young children and formulate a path for changes in existing practices. The STEM approach is widely accepted as a key educational practice; however, it is dealt with as a combination of disciplines in actual teaching and learning practice. Coherence in this interdisciplinarity and integration has yet to be evolved as a practice in synthesising and designing instruction and could be harbinger for an effective design for future practice. Integrated and interdisciplinary STEM can only generate powerful knowledge to deal with issues that are affecting the planet and bring abiotic and biotic equilibrium. Interdisciplinary and integrated powerful knowledge (IIPK) can act as a roadmap for innovation that can bring changes in existing practices, produce informed citizens, build capacity for informed decisions, and generate sustainable living practices. Interdisciplinary and integrated STEM could lay foundations for IIPK and generate a mindset, approach, and practice. IIPK could lead to the formation of new paths for energy generation, transport, agricultural practices, medical treatment, and clean environment. Interdisciplinary and integrated STEM is not seen in actual practice anywhere nowadays. For coherence in curriculum, implications in instructions need reform and development by the governments across the world. That could lead to a new policy for interdisciplinary and integrated STEM.
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Christensen, Jonas, Nils Ekelund, Margareta Melin, and Pär Widén. "The Beautiful Risk of Collaborative and Interdisciplinary Research. A Challenging Collaborative and Critical Approach toward Sustainable Learning Processes in Academic Profession." Sustainability 13, no. 9 (April 23, 2021): 4723. http://dx.doi.org/10.3390/su13094723.
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In this article, we aim to identify and explore possibilities and challenges of academic interdisciplinary capacities and ethos. The objective is that this knowledge could be used both in future interdisciplinary research projects and in educational settings. We achieve this through self-reflective learning processes among a group of interdisciplinary scholars from four distinctly different subjects. The method used is an autoethnographic and empirical self-reflective approach to data collection, analysis and deconstruction of professional learning processes. This also serves to establish research methodological trustworthiness and authenticity. The results show that interdisciplinarity is undervalued by grant-giving institutions and the academic system, in general. It also entails time-consuming and risky research practices. However, interdisciplinary and collaborative research creates a more innovative and stimulating learning environment and enforces new ways of thinking and doing, in ascertaining each individual’s knowledge and competences. We argue that a long-term interdisciplinary and collaborative research process could enhance and raise a critical thinking and creative consciousness among scholars, contributing to a more holistic, sustainable and socially robust learning in research and higher education. Finally, we conclude that this academic interdisciplinary capacity and ethos could be framed and enhanced by the notion of Challenge-Based Learning.
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Alm, Karin, Maria Melén, and Caroline Aggestam-Pontoppidan. "Advancing SDG competencies in higher education: exploring an interdisciplinary pedagogical approach." International Journal of Sustainability in Higher Education 22, no. 6 (July 26, 2021): 1450–66. http://dx.doi.org/10.1108/ijshe-10-2020-0417.
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Purpose This study aims to explore an interdisciplinary pedagogical approach for advancing knowledge and understanding of the sustainable development goals (SDGs) at higher education institutions (HEIs). Design/methodology/approach This qualitative study conducted an explorative experiment to elaborate on forms to advance a pedagogical approach that embeds sustainability. The design of the pedagogical project was explorative and interdisciplinary, using a predefined framework on key competencies for sustainability. Findings The findings showed that an interdisciplinary approach can create a learning setting that stimulates students’ problem-solving competencies for sustainability-related issues. Students were trained in the five key sustainable competencies addressed by Wiek et al. (2011). Moreover, although it is not always possible to arrange an interdisciplinary pedagogical setting, this might be a key condition for the development of students’ key competencies regarding their understanding of the SDGs. Addressing the SDGs from an interdisciplinary perspective paved the way for the development of students’ strategic competencies, including systems thinking and anticipatory competencies. Practical implications The pedagogical project, as an interdisciplinary explorative experiment, was shown to be a potentially suitable method to counteract “cherry-picking” approaches to teaching the SDGs at HEI. Originality/value The pedagogical approach advanced in this paper, extends active learning and interdisciplinarity in higher education. The authors argue that this approach encourages students to take ownership of and responsibility for their learning process and indicates a changed mindset and behavior.
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Коляда, Наталія. "PEDAGOGICAL REGIONAL STUDIES AS INTERDISCIPLINARY SCIENTIFIC KNOWLEDGE." Педагогічна наука і освіта ХХІ століття, no. 1 (May 1, 2024): 42–52. http://dx.doi.org/10.35619/pse.vi1.5.
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The article reveals the peculiarities and prospects for the development of pedagogical regional studies as interdisciplinary scientific knowledge and a multidimensional phenomenon of education, culture, and science. It was established that in the conditions of modern social changes, the need for the crystallization of national identity as the basis of Ukrainian statehood, the historical and cultural approach plays an important role in the training of future specialists – citizens of Ukraine. Among the modern trends in the development of Ukrainian education and pedagogy is the actualization of regional research, which is manifested in the appeal of scientists to various aspects of pedagogical local history, microhistory, etc. The regional approach is based on highlighting the patterns of development of national education and pedagogical thought on little-known, unique regional materials. One of the aspects of such a regional approach is the subject of research in pedagogical regional studies – interdisciplinary knowledge about the peculiarities of the development of education, science, pedagogical thought, the culture of the region, the study, preservation and creative use of regional pedagogical experience in the theory and practice of modern educational institutions, scientific institutions, institutions of the social sphere . The authors analyzed the experience of the Scientific and Research Center of Pedagogical Local Studies operating at the Pavlo Tychyna Uman State Pedagogical University. In 2022, with the aim of updating regional scientific problems, studying little-known pages of pedagogical local history, scientists of the Pavlo Tychyna Uman State Pedagogical University launched a new research project – «Education, schooling and pedagogical thought of Cherkasy region». The purpose of the project is to present to the public the achievements of Ukrainian and foreign pedagogical science and of education, consolidating biographical and bibliographic information about teachers, educators, teachers in the form of an informational and bibliographic electronic resource «Pedagogical Cherkasy» and a popular science reference book. It has been established that the relevance of regional scientific issues is enhanced by the multidimensionality and interdisciplinary nature of pedagogical regional studies as a pedagogical, historical, and social phenomenon that requires a thorough study in order to present it representatively in the modern interdisciplinary historical and cultural discourse – educational, social-pedagogical, historical-pedagogical, etc.
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Corti, Carlo. "The Knowledge of Viticulture in Hittite Anatolia: An Interdisciplinary Approach." Die Welt des Orients 48, no. 2 (December 10, 2018): 285–98. http://dx.doi.org/10.13109/wdor.2018.48.2.285.
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Kurup, Premnadh M., Xia Li, Yan Dong, Meenu Bhardwaj, and Yunying Yang. "Co-Creating Interdisciplinary Integrated Powerful Knowledge." Encyclopedia 3, no. 3 (August 8, 2023): 964–71. http://dx.doi.org/10.3390/encyclopedia3030069.
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Interdisciplinary and integrated powerful knowledge (IIPK) is the outcome of integrating multiple disciplinary perspectives and approaches to tackle challenging real-world issues. Using many disciplinary fields, IIPK is essential for problem solving, innovation, and technical breakthroughs that require careful, imaginative, and innovative application of a wide range of disciplinary knowledge. It is especially relevant when addressing socio-scientific issues, which require a comprehensive understanding of scientific, social, and ethical dimensions. Collaborative and interdisciplinary work among people with diverse backgrounds and expertise is necessary to advance IIPK, including professionals from different academic fields, policymakers, stakeholders, and community members who bring various perspectives and values to the table. The co-creation of IIPK could inform policy making, support informed decision making, and lead to more comprehensive, effective, and sustainable solutions. Theoretical underpinnings and practical applications of co-creating IIPK are discussed here based on several principles with the potential to impact current practices. The co-creation and dissemination of IIPK could use multiple platforms, such as scholarly articles, encyclopedias, and media, including social media. These platforms provide scope for co-creating powerful knowledge through a people participatory approach, which would lead to changes in practices.
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Almeida, José Luís Vieira de. "Interdisciplinaridade no ensino: problema metodológico ou questão histórica? (abordagem ontológica)." Revista Ibero-Americana de Estudos em Educação 1, no. 2 (December 6, 2007): 162–72. http://dx.doi.org/10.21723/riaee.v1i2.442.
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Na discussão acerca da interdisciplinaridade, que se desenvolve no Brasil, predomina a idéia de que ela é um processo de integração entre disciplinas. Essa integração deve ser progressiva e, por isso, pode, inclusive, propiciar a fusão das disciplinas envolvidas. Nessa perspectiva, as relações interdisciplinares dependem, fundamentalmente, de procedimentos metodológicos que se viabilizam por meio do esforço dos professores e pesquisadores imbuídos da postura interdisciplinar.
Esta comunicação mostra que a conduta interdisciplinar não depende de procedimentos metodológicos, nem tampouco do esforço dos professores e pesquisadores, pois ela decorre de questões de natureza histórica. Portanto, é dessa premissa que se deve partir para alcançar uma compreensão da interdisciplinaridade que permita superar a fragmentação do conhecimento.
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In the debate on the interdisciplinary, which has been increasing in Brazil, the idea that it is a process of integration between disciplines still dominates. This integration must be gradual and, therefore, may even provide a fusion of the disciplines involved. In that perspective, the interdisciplinary relations depend primarily on methodological procedures are feasible through the efforts of teachers and researchers who believe in the interdisciplinary approach. This communication shows that the interdisciplinary behavior does depend neither on methodological procedures nor on the efforts of teachers and researchers because it stems from historical issues. From this premise we must go to achieve an understanding of interdisciplinary that will overcome the fragmentation of knowledge. This fragmentation arises from the social division of labor imposed by the capitalist mode of production. Therefore, the analysis of the interdisciplinary relationship can not do without the examination of the historical process that divides the work.
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Županec, Vera, Tihomir Lazarević, Vanja Sekulić, and Tijana Pribićević. "The Effectiveness of an Interdisciplinary Approach in Biology Teaching in Primary School: A Comparison With Monodisciplinary Approach." International Journal of Educational Methodology 9, no. 1 (February 15, 2023): 169–82. http://dx.doi.org/10.12973/ijem.9.1.169.
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<p style="text-align: justify;">Interdisciplinary teaching and learning is an approach that synthesizes the curricular objectives and methods of two or more disciplines or subjects focusing on a specific topic or issue. While it is being increasingly implemented in universities, at lower levels of education there are still countries where science subjects are taught and learned fragmentarily. To assess the significance of the interdisciplinary approach in primary school biology teaching, the paper aims at an experimental verification of the effectiveness of this method in relation to the quality and retention of student knowledge, compared to the monodisciplinary approach to teaching and learning biology. The paper also describes a scenario for teaching a topic in which biological and geographical contents correlate. The study applied a pedagogical experiment with parallel groups. In total, 180 students attending two primary schools in the city of Novi Sad participated in the experiment and were divided into an experimental and a control group. The findings suggest that the interdisciplinary approach improved the quality and retention of student knowledge. The experimental group was more successful in completing tasks that required comprehension and practical application of knowledge. The study thus emphasizes the need for a professional curriculum development that would enhance the interdisciplinary correlation of various disciplines.</p>
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Конопатов, С. Н., Н. В. Салиенко, and Е. А. Старожук. "Education development management: interdisciplinary approach." Вестник МИРБИС, no. 16 (December 28, 2018): 109–15. http://dx.doi.org/10.25634/mirbis.2018.4.15.
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В историческом развитии общества и его главного института — образования можно наблюдать формирование различных парадигм. В работе анализируются основные, на взгляд авторов, парадигмы образования, среди которых наиболее распространены и заслуживают внимания традиционная, личностно-ориентированная и открытого образования. Особенностью смены парадигм является их эволюционность, позволяющая использовать в каждой последующей парадигме обучения элементы предыдущих. Выявлены главные особенности дидактического подхода, при котором знания проектируются на основе соответствующих стандартов обучения. Личностно-ориентированная парадигма предполагает эмоциональную вовлеченность и практическую направленность обучения. Переход к инновационной парадигме открытого образования был обусловлен переходом к практическим формам и цифровизации образования. В исследовании на основе междисциплинарного подхода сравнительным анализом выявляются ключевые особенности, преимущества и недостатки, взаимосвязь парадигм образования, на основе чего выводятся условия успешного развития образования. In the historical development of society and its main institution of education one can observe the formation of various paradigms. The paper analyzes the main, in the opinion of the authors, paradigms of education, among which the most common and deserve attention are traditional, student-centered and open education. The peculiarity of the paradigm shift is their evolutionary, allowing to use the paradigm of learning elements in each game. The identified main features of the didactic approach, in which knowledge is projected on the basis of appropriate learning standards. The personality-oriented paradigm implies emotional affection and practical orientation of training. The transition to the innovative paradigm of open education was driven by the transition to practical forms and digitalization of education. In the Kurd, based on an interdisciplinary approach, a comparative analysis of the identified key features, advantages and disadvantages, the interrelation of educational paradigms, on the basis of which the conditions for the successful development of education are derived.
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Dokladalova, Eva, Rédha Hamouche, and Rémy Kocik. "From Expert Computational Knowledge to Interdisciplinary Communication." Journal of Systemics, Cybernetics and Informatics 22, no. 3 (June 2024): 13–19. http://dx.doi.org/10.54808/jsci.22.03.13.
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In the contemporary landscape, the fields of cybernetics, artificial intelligence, and digital technology significantly impact society, reshaping production processes, decision-making frameworks, and human behaviors. Training engineers with transversal skills becomes imperative to navigate workflow complexities and communicate across these disciplines. We propose a new learning approach structured around expert prerequisites, integrating AI principles dedicated to Embedded Systems engineering track. Our module focuses on creating an autonomous driving vehicle using an autonomous robot kit, fostering interdisciplinary learning. Real-time demonstrations assess learning outcomes, emphasizing problem-solving skills. Inspired from recent evaluation concept of interdisciplinary assessment. Our evaluation criteria emphasize functionality, integrated idea defense, and written reports. The defense organization scheme fosters positive perceptions of interdisciplinary links.
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Minyar-Beloroucheva, Alla, and Polina Sergienko. "Linguistic approach to axiological particularities of PR discourse study as an interdisciplinary field." Revista Amazonia Investiga 10, no. 45 (October 29, 2021): 242–51. http://dx.doi.org/10.34069/ai/2021.45.09.24.
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The topicality of this research is explained by the increased interest in public relations (PR) discourse as a response to the challenges of the present. The main objective of the research is linguistic study of PR discourse from the standpoint of interdisciplinarity. It is important to examine not only the peculiarities of PR pragmatics aimed at achieving the hearts of people, but also the linguistic means employed by PR managers in their practice to influence and control public opinion. Linguocultural research as part of an interdisciplinary approach to PR discourse implies its anthropocentric-communicative interpretation to carry out an integral linguistic analysis of PR discourse that forms its interdisciplinary core as well as its genre-stylistic particularity. The results and discussion given in the body of the article show that PR is a three-faceted entity, including the professional communication, multi-disciplinarity of knowledge required for PR experts as well as professional tools and skills. Linguistic expression of axiological aspect of PR discourse dealing with companies’ positive reputation is given special attention in this paper. The authors come to the conclusion that interdisciplinary knowledge transfer is of growing demand as it enriches the theoretical and practical spheres of human activity.
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Bilgili, Münür. "The Lack of Interdisciplinarity in Undergraduate Geography Teaching in Turkey." Journal of Education and Training Studies 6, no. 2 (January 27, 2018): 114. http://dx.doi.org/10.11114/jets.v6i2.2957.
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The aim of this study is to understand and explore interdisciplinarity in geography and undergraduate geography courses in geography teaching departments in Turkey. There is a growing literature in science underscoring the importance of interdisciplinary approach and its beneficial outcomes. Increasing body of knowledge on social theory, on philosophical and theoretical movements and paradigms have made easier communication among disciplines which give rise to more perceptible interdisciplinarity specifically in social sciences and humanities.At the second part of the present study we focused on relationships between geography courses, interdisciplinary approach and course selection. Because in the study course selection is seen as the most important point to analyze and understand the extent to which whether interdisciplinarity finds a place in geography teaching. Lastly, it is given some conclusions by making suggestions.
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Anisimova, Svetlana Yu, and Tatyana V. Borisova. "The role of the multidisciplinary approach in the philosophy of history." Aspirantskiy Vestnik Povolzhiya 19, no. 7-8 (April 7, 2020): 32–36. http://dx.doi.org/10.17816/2072-2354.2019.19.7-8.32-36.
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The article discusses the role of the disciplinary approach in the study of historical memory. In the modern research field, the methodological status of an interdisciplinary approach is becoming more and more popular. It is connected with the problems of the new ontology formation, where the general foundations between nature and society are investigated. Many sciences use the of interdisciplinary methodology to understand the interaction of the natural sciences and the humanities. Today, the organization of interdisciplinarity is actively criticized, which does not take into account the interconnection between natural sciences and humanities. The absence of this relationship is manifested in the problems of historical memory. Therefore, the idea is being advanced to justify the fundamental status of historical memory, it is necessary to change the organization of scientific knowledge.
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Kalinina, Larisa Yu, Dmitry V. Ivanov, and Nikolai A. Nikitin. "Interdisciplinary approach to the study of giftedness." Perspectives of Science and Education 59, no. 5 (November 1, 2022): 37–52. http://dx.doi.org/10.32744/pse.2022.5.3.
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Introduction. The transition of knowledge about giftedness to a new level that secures its functioning as a developmental diagnostics tool in the triad “gift – ability – talent” is realised through the integration of humanitarian and natural-science concepts. However, no special research has been undertaken in the sphere of the interdisciplinary approach in respect of studying the phenomenon of “giftedness” which would allow a scholar to highlight the characteristics of giftedness as a phenomenon that is multilevel and plastic under pedagogical influence. The aim of the research, within the framework of the present article, is to systematise the scientific ideas that outline the modern concept of giftedness in terms of the interdisciplinary approach, variability and contrasts. Methodology and methods. The interdisciplinary approach included selection and systematisation, based on particular indicators, of the units of knowledge on giftedness, i.e.: (1) its structure, (2) plasticity, (3) conditions of transformation of natural gift into a socially valuable talent. The research involved the analysis of concepts of giftedness proposed by philosophy (dialectical approach), neurophysiology (comparative approach), psychology (activity-based, biological approaches), pedagogy (psycho-pedagogical, personalitybased approaches), and sociology (socio-psychological, sociological approaches). Results. The research showed that interdisciplinary knowledge about giftedness was integrated into a whole, through: (1) building associative links and forming a common thesaurus of sciences exploring giftedness; (2) creating a model of “gifted behaviour” in the conditions of the educatory process, highlighting the biological grounds of giftedness in the aspect that is directly observable; (3) forming due concepts that reflect the integrity of giftedness components (e.g. “gifted-nome”, “giftedness age”, “talent age”). Giftedness in terms of the interdisciplinary approach is a multifaceted and multilevel phenomenon, with such stages as gift, abilities, and talent. Scientific novelty. The obtained results made it possible to consider the phenomenon of giftedness in the light of the interdisciplinary approach – as energy accumulated by the “gifted” brain and transformed from the potential state (gift) into a kinetic state (talent) through the stage of rotation of abilities absorbing resources of the environment and developing in it and subsequently enhancing a person’s neurophysiological and mental resources at the new level of development. Practical significance. The undertaken research makes it possible to outline the guidelines of the general theory of giftedness, its recognition and transformation into talent, as well as to improve the programmes of “gifted education” and “enrichment pedagogy” at all levels from pre-school to university and post-university levels.
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Avdonin, Vladimir S. "On the Conditions and Means of Knowledge Transfer in Interdisciplinary Research." Sociological Journal 25, no. 3 (2019): 99–116. http://dx.doi.org/10.19181/socjour.2019.25.3.6678.
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The first part of this article discusses the methodology for studying the conditions and means of knowledge transfer in interdisciplinary research. It is based on a combination of methodology from historical, socio-cultural and scientific research applied to the study of the conditions of interdisciplinary communication, with a methodological approach characteristic of the philosophy and epistemology of science, focusing on studying means of transfer. It is suggested that conceptual metaphors, or semantic transfers between conceptual domains, which are studied in cognitive linguistics, be considered as such tools. The article analyzes their role in interdisciplinary transfer using the author’s parallel dictionary methodology. The second part of the article shows the application of this approach to studying specific interdisciplinary knowledge transfer based on the examples of a number of relevant and developing interdisciplinary areas. Three examples were specifically examined: the transfer of knowledge between evolutionary biology and evolutionary computation; between evolutionary biology and evolutionary political science and biological science and semiotics.
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Parnyuk, Natalia V., and Zoya G. Don. "English for lawyers: the design of foreign language training." Samara Journal of Science 12, no. 2 (June 30, 2023): 306–12. http://dx.doi.org/10.55355/snv2023122318.
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The study deals with the development and design of the foreign language education program aimed for postgraduates getting a Master of Law Degree at Saint Petersburg University of the Ministry of the Internal Affairs of Russia. The research is needed to build relationships across courses while creating and implementing educational programs. The paper analyzes the concepts interdisciplinarity, interdisciplinary education by researchers of national pedagogical science and foreign researchers. It also highlights the characteristics of interdisciplinary education, develops the structure of an interdisciplinary approach to learning a foreign language, and describes the elements of educational and methodological support of the course. It shows the process of the syllabus development as well as the coursebook creation and conducts a questionnaire. The study has shown that an interdisciplinary approach to teaching a foreign language is carried out through the reliance of a foreign language on specialized courses in order to establish significant, from students point of view, links between courses to develop foreign language communicative competence as well as improve professional knowledge through language, particularly, the ability to find, understand, synthesize and use knowledge of specialized courses through English and in English, expanding the professional and personal worldview.
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Zhelanova, Victoriya. "IMPLEMENTATION OF INTERDISCIPLINARITY STRATEGY IN MODERN HIGHER EDUCATION." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 477–80. http://dx.doi.org/10.24144/2524-0609.2021.48.477-480.
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The relevance of this article is conditioned by socio-economic, innovative and educational transformations in the life of Ukraine, as well as by globalization and European integration processes focused on the integration of our state with the world community, a new interpretation of education as a socio-cultural and axiological phenomenon, the transience and changeability of modern society which objectively cause changes in the vectors of development of all levels of education in the direction of introducing the ideas of interdisciplinary approach in the format of interdisciplinary integration. The purpose of the article is to highlight the essence of the strategy of interdisciplinarity and the areas of its implementation at a modern university. The following research methods have been used: analysis of scientific literature and educational programs, synthesis, comparison, systematization of scientific sources; definitional analysis. The article deals with the objective determinants that condition the feasibility of introducing multidisciplinary strategy in modern higher education. The essence, kinds, types and format of interdisciplinarity have been highlighted. The levels of implementation of interdisciplinary approach in modern higher education have been found out, namely, methodological (a set of scientific paradigms and approaches), scientific and theoretical (the emergence of new interdisciplinary scientific branches); practical (interdisciplinary educational programs for applicants of various levels of education). The article proves scientific and educational potential of multidisciplinarity and its priorities: the interaction of various branches of scientific knowledge in the study of the same object while focusing on their own subject; creating conditions for the implementation of links between different sciences; integration of scientific concepts, theories, information, facts, methods, in order to obtain new, coherent knowledge about the real phenomenon of education; it contributes to the resolution of the contradiction between the disparate assimilation of knowledge and the need for its synthesis.
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De la Cruz-Ayuso, Cristina. "Knowledge Production Methods in Human Rights Research: Constraints and Opportunities for the Promotion of an Interdisciplinary Approach." Age of Human Rights Journal, no. 13 (December 5, 2019): 75–98. http://dx.doi.org/10.17561/tahrj.n13.5.
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This article asks about the current modes of production in human rights research and how they are (or may be) determined by the structures where that knowledge is generated. These questions will be answered by looking at the results of a preliminary study on the reception and subsequent institutionalisation of studies on human rights in stable structures that are dedicated to their research, training and dissemination in Spanish universities. The starting hypothesis is that this institutionalisation causes conceptual, epistemological and methodological biases in the rationales for knowledge construction in the field of human rights that determine and hinder the interdisciplinary approach demanded by its study. Interdisciplinarity has become a dominant aspect of human rights research. The question about how this feature is articulated and who articulates it in the academic institutional framework is pertinent in a field of knowledge that cannot avoid asymmetries in the production and circulation of knowledge. The results show that human rights research has been mainly institutionalised in stable university structures in Spain within the field of legal sciences, with a clear predominance of the area of the Philosophy of Law. It can be concluded that this has been conditioned by the reception and subsequent development of the study of human rights in Spain. While it has been found that the line developed by these centres and research groups has been consolidated and recognised, it can also be confirmed that their modes of knowledge production do not match the rationale of interdisciplinary research. These limitations are not just endogenous. There are some features of Spanish institutional R&D&i culture that make interdisciplinary research on human rights difficult.
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Roknuzzaman, Md, and Katsuhiro Umemoto. "Knowledge Management's Relevance to Library and Information Science: An Interdisciplinary Approach." Journal of Information & Knowledge Management 07, no. 04 (December 2008): 279–90. http://dx.doi.org/10.1142/s0219649208002147.
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The study aims at exploring the relevancy of knowledge management (KM) to library and information science (LIS). Besides the review of relevant literature, the study has conducted an online survey of KM education programs offered by different schools of the world. An interdisciplinary approach of KM education is analysed to find its link with LIS. After a random search of KM education programs, 30 graduate programs are investigated to identify leading academic and professional disciplines contributing to the promotion of KM education and research, and also to examine the extent and scope of KM education with special reference to LIS schools. The survey finds that the highest number of KM graduate programs originated from LIS/Information Management (IM) followed by computing/engineering and business and management. The convergent course titles and wide range of KM skills and competencies clearly indicate its interdisciplinary nature. Finally, the paper explores some areas where both LIS and KM can contribute to each other and encourages KM implication in LIS education and library practices.
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Oliveira, Luciana Souza de, Lucia Marisy Souza Ribeiro de Oliveira, Júlio Jose Torres dos Santos, Andrea Araújo de Aquino, Andrea Reis de Souza Ribeiro, and Valmir Nogueira de Souza. "The Challenges of Interdisciplinarity in Graduate Graduation." International Journal of Advanced Engineering Research and Science 9, no. 9 (2022): 366–73. http://dx.doi.org/10.22161/ijaers.99.38.
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This article aims to raise discussions about interdisciplinarity, particularly in teacher education, in order to present a critical view of the need to develop interdisciplinary actions present in theoretical references and in official normative documents consulted that dialogue with the topic today. Through a bibliographic review, the importance of interdisciplinary training for teachers was brought to light, with the aim of deepening the different types of knowledge in higher education, more specifically in postgraduate courses in public universities, based on the assumption that interdisciplinarity is a concept under construction. The analytical approach of the information collected was qualitative and content analysis was used to interpret the speeches.
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Kirdyashova, E. V. "Towards an Interdisciplinary Approach in Public Legal Research." Courier of Kutafin Moscow State Law University (MSAL)), no. 4 (June 17, 2023): 41–51. http://dx.doi.org/10.17803/2311-5998.2023.104.4.041-051.
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The article raises the question of the need to expand interdisciplinary links of legal science and its output beyond the socio-cultural context, in which the state-legal phenomena are most often studied. On the example of the data of evolutionary biology, cognitive and evolutionary psychology, as well as a number of other directions of modern scientific knowledge, the issues that can and should become a subject of reflection for legal scientists are outlined. At the same time, attention is drawn to the relevance of the principle of transdisciplinarity in the knowledge of the world around, including the study of law and state.Some perspective directions of interdisciplinary research of human legal behavior and state-legal regulation are defined. In particular, the influence of the system of intuitive inferences is developed in the course of biological evolution and is not controlled by consciousness on the process of selection and perception of meaningful information (including predisposition to learning morality), on the ability of a person to form various associations and innate mechanisms of recognizing social alliances (coalitions) and control over loyalty to them, on the built-in in the mind patterns of exchange and sense of justice are outlined.
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Ishchenko, A. "THE RECEPTION OF AN INTERDISCIPLINARY APPROACH IN SCIENTIFIC THOUGHT." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 3(114) (December 27, 2023): 16–28. http://dx.doi.org/10.35433/pedagogy.3(114).2023.16-28.
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The article examines the degree of study of the interdisciplinary approach in foreign and Ukrainian scientific discourse based on the material of publications of the second half of the 20th – beginning of the 21st century. It is noted that the appearance of a large amount of research works is due to the complexity and multifaceted nature of the phenomenon.
The study traces the formation of the idea of interdisciplinarity, starting from the 70s of the XX century in the works of L. Apostel, H. Berger, M. Boisot, A. Briggs, P. Duguet, H. Heckhausen, E. Jantsch, J. T. Klein, J. Kockelmans, A. Lichnerowicz, G. Michaud, M. Nissani, J. Piaget and others. It was found that the first works focused on understanding the essence of the concept, searching for a comprehensive definition, developing classifications, distinguishing the advantages of an interdisciplinary approach compared to a disciplinary one, studying their connection and interdependence, predicting the future of the concept, etc. Attempts to present the application of the interdisciplinary approach in practice in the works of L. De Greef, G. Post, C. Vink, and L. Wenting were also considered.
In the research process, theoretical (analysis and synthesis, systematization, generalization of scientific literature) and comparative (comparison of different ideas and opinions on the problem) methods were applied. The conclusion states that the understanding of the interdisciplinary approach in the context of scientific research and the higher education system has intensified in the foreign scientific discourse. The scientists focused on the study of the theoretical dimension of the problem and the practical application of the acquired knowledge: the development of programs and projects to solve urgent scientific and educational issues. It is also noted that Ukrainian researchers, relying on the experience of foreign colleagues, are making attempts to develop models of application of the ideas of interdisciplinarity in the education system, and this contributes to the improvement of the domestic educational process.
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Sabbe, Elien, and David Wemel. "Educating for Interdisciplinary Competences: A VIVES-Framework." EDEN Conference Proceedings, no. 1 (June 16, 2019): 343–49. http://dx.doi.org/10.38069/edenconf-2019-ac-0037.
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Situating interdisciplinarity in VIVES. Nowadays professionals function in a society that is changing faster and faster. They face complex questions and challenges for which a mere (mono)disciplinary approach is no longer sufficient (Holley, 2017; Spelt, Biemans, Tobi, Luning, Mulder, 2009). For VIVES, it is therefore both a necessity and an asset that students are equipped with solid domain specific knowledge and skills as well as with broader competences, the so-called competences for the 21st century. One of those broader competences is the competence for interdisciplinary cooperation.VIVES is investing a lot in interdisciplinarity. In our VIVES-research (VIVES, 2016), we explicitly choose for interdisciplinary centres of expertise. Also in the lab-approach of education, our make-lab, a care-lab and a simulation-lab are seen as real hubs for interdisciplinarity. In our VIVES-vision on education, we aim to prepare student for the jobs and the society of tomorrow (VIVES, 2014). That is why we so strongly stress the importance of interdisciplinary competences in our policy documents: the VIVES vision on education, the VIVES-competences for the 21st century and the VIVES-framework for quality assurance of our study programmes (VIVES, 2018). Our educational policy plan for the period 2017-2022 points out the necessity to create enough space for interdisciplinary cooperation in the curricula and demands that every study programme is cooperating interdisciplinary with at least one other study programme in at least one course (VIVES, 2017).
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Zhelev, Christian. "Corporate Governance Issues: Disclosure and Transparency. An Interdisciplinary Approach." European Journal of Marketing and Economics 3, no. 1 (May 15, 2020): 71. http://dx.doi.org/10.26417/324cum73c.
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Two of the pillars of contemporary corporate governance are examined in this article – disclosure and transparency. Though an interdisciplinary approach, knowledge from different fields of the economic science are brought together in order better clarify the interdependence and the level of interaction between these. Knowledge traditionally considered to be part of the Corporate Governance (disclosure and transparency and what is most modern nowadays - ESG) is examined form the perspective of the governance bodies and other stakeholders, taking into account tools from the fields of sustainable development, project management and marketing. The processes of digitalization also find their reflection in the current article. The case study approach is used to illustrate the interdisciplinary interaction.
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Schaeffer, Donna, and Patrick Olson. "Lesson Plan: An Interdisciplinary Approach to Teaching Cyber Warfare Concepts." International Conference on Cyber Warfare and Security 18, no. 1 (February 28, 2023): 355–59. http://dx.doi.org/10.34190/iccws.18.1.1014.
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Interdisciplinary topics and fields need special attention to ensure that the breadth of the knowledge they represent are completely expressed. This is especially important and difficult to achieve in curriculum areas that tend to add new ideas on a constant basis and are sometimes interdisciplinary themselves. The topic/field cyber warfare is area this paper considers. This paper recommends and describes a lesson plan that provides the means of achieving a fully expressed examination of cyber warfare. The outcome is an articulation of the concept that will diffuse knowledge about cyber warfare. The lesson plan will be useful to any institution (particularly universities and government agencies) that need to diffuse knowledge about cyber warfare.
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Van Bergen, Janneke, Steffen Nijhuis, Nikki Brand, and Marcel Hertogh. "Building with Nature as a cross-disciplinary approach." Research in Urbanism Series 7 (February 18, 2021): 283–92. http://dx.doi.org/10.47982/rius.7.138.
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The incentive for this publication was to expand the realm of enquiry around the topic of Building with Nature (BwN), for two main reasons. First to gain an interdisciplinary, and therefore deeper, understanding of BwN as an object of study. Secondly, but no less important, is an understanding of how different forms of knowledge contribute to our learning regarding BwN. When we understand the contribution of several academic disciplines and knowledge from practice, we may eventually get to the point where we can identify how they can collaborate successfully to contribute to BwN as an interdisciplinary field.
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Abi-Hashem, Naji. "Resiliency and Culture: An Interdisciplinary Approach." RUDN Journal of Psychology and Pedagogics 17, no. 4 (December 15, 2020): 586–603. http://dx.doi.org/10.22363/2313-1683-2020-17-4-586-603.
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In recent years, the topics of psychosocial resiliency and cultural competency have been on the forefronts of many academic disciplines and human-care services. This article explores the meaning, nature, and function of resiliency and provides an overview of its foundational role and integrative place in the fields of psychology, pedagogy, physiology, psychotherapy, spirituality, and community. All these explorations and discussions are presented from a sociocultural and interdisciplinary perspective. Most areas of learning and spheres of knowledge could further be advanced if they continue to incorporate cultural resiliency into their basic training approaches and ongoing skillful apprenticeships. This article emphasizes that the essence and manifestation of resiliency is rooted, not only in individual traits or abilities, but also in the capital resources already stored in the larger community - in its cultural wealth and generational wisdom. Resiliency is both an innate capacity, with various dispositions that is dormant within people and groups, and a skill that is gradually learned, intentionally established, and consistently built-up and developed. Then, it will be readily applied as a way-of-life, natural tendency, refined asset, and potential drive or passion for higher-functioning and livelihood, especially in time of adversity, misfortune, and calamity. This article encourages the practice of cross-cultural competence and cross-disciplinary growth. It promotes multi-academic learning and collaboration in order to foster a comprehensive resiliency-training and a dependable approach for survival-coping. Also, this article encourages an enduring social awareness, a continuous emotional empowerment, and a relational respect coupled with cultural humility.
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USATOVA, Iryna, Vadim TKACHENKO, and Artem VEDMEDIUK. "INTERDISCIPLINARY APPROACH IN THE PROFESSIONAL TRAINING OF FUTURE PHARMACISTS." Cherkasy University Bulletin: Pedagogical Sciences, no. 1 (2023): 91–96. http://dx.doi.org/10.31651/2524-2660-2023-1-91-96.
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The article focuses the problems of imple-mentation and use of an interdisciplinary approach in the professional training of future pharmacists that is the most susceptible to the implementation of this approach. It has been noted that the insufficient depth of inter-disciplinary integration leads to insufficient mastering of a number of topics related to the restoration of the physical condition of persons during the rehabilitation period. The use of an interdisciplinary approach in the profes-sional training of future specialists in the pharmaceutical industry is considered as part of the process of forming their professional competence through the implementation of connectionswith the disciplines of professional train-ing. Interdisciplinary connections, and compatibility of educational programs determined by didactic goals, con-tent and methods of subject activity are considered with a focus on effective learning. It has been found that with a competency-based ap-proach, interdisciplinary connections make it possible to transfer knowledge and skills from one discipline to an-other that ensures the complexity and integrity of profes-sional training. It has been proven that the interdisciplinary approach is aimed at the connection of disciplines, when contradic-tions in mastering the ideas, and methods of activity of various disciplines are smoothed out, and there is a com-prehensive use of theoretical knowledge and practical experience in professional activity. Both significant advantages and problems that arise when using an interdisciplinary approach in the system of training future pharmacists are considered.
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Lamekhova, Elena Anatolyevna, and Yuri Gennadievich Lamekhov. "The interdisciplinary approach to the study of speciation methods within the university course «Theory of Evolution»." Samara Journal of Science 12, no. 1 (June 29, 2023): 266–72. http://dx.doi.org/10.55355/snv2023121306.
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The methodology for evolutionary thought study at universities is an urgent problem, since, unlike school biology, the university version lacks unified methodological approaches that allow the most effective organization of the learning process. This paper discusses the development of a methodology for studying the mechanisms and methods of speciation in the implementation of an interdisciplinary approach. When considering the problem of development of the doctrine of species and speciation, one should be guided by such a category as interdisciplinary. The concept of interdisciplinarity is applicable to the sciences and at the same time applicable to philosophy, in particular, to the philosophy of knowledge. Interdisciplinarity is an epistemological mechanism for substantiating the materialistic approach in studying the methods of speciation and the nature of species. This approach is indispensable in proving the reality of the existence of species in the biosphere. The recognition of species existence reality and supraspecific taxa makes it possible to study the structure of species and methods from education, based on the data of a number of sciences. In connection with the development of the content of the subject-content module in biology as part of the transition to the implementation of the Fundamental Core of Pedagogical Education, university professors should provide fundamental subject training for university graduates based on meaningful study by students of the fundamental laws of science, the hierarchization of knowledge and the inseparability of the educational process and scientific knowledge.
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Messersmith, Jessica J., and Kyle Brouwer. "Student Perspectives of an Interdisciplinary Approach to Clinical Provision and Supervision." Perspectives on Issues in Higher Education 15, no. 1 (June 2012): 38–43. http://dx.doi.org/10.1044/ihe15.1.38.
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We conducted a survey to investigate student perceptions of an interdisciplinary clinical practicum and to identify beneficial interdisciplinary supervisory practices. Seven speech-language pathology and audiology graduate students participated in an interdisciplinary clinical practicum supervised by 1 speech-language pathology faculty member and 1 audiology faculty member. During this experience, students collaborated with others outside of their department to plan and provide aural habilitation at a university speech and hearing clinic. Students’ responses to Likert-scale and open-ended questions indicated that the interdisciplinary practicum experience enhanced the students’ clinical knowledge and ability to work as a member of an interdisciplinary team. The results of the study provide support for increasing interdisciplinary practicum experiences within graduate clinician training, as well as conducting future research to identify best practices when providing cross-disciplinary supervision.
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Brouwer, Kyle, and Jessica J. Messersmith. "Effective Supervisory Practices in an Interdisciplinary Clinical Setting." Perspectives on Administration and Supervision 23, no. 3 (October 2013): 145–49. http://dx.doi.org/10.1044/aas23.3.145.
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Clinical experiences involving an interdisciplinary approach to service provision and supervision have been shown to contribute to supervisee knowledge and skill. These interdisciplinary experiences may hold additional benefits for the supervisor and to the process of supervision. The current article discusses the benefits to both supervisors and supervisees experienced through an interdisciplinary clinical approach involving the professions of audiology and speech language pathology and the contributions of an interdisciplinary clinical approach to effective supervision.
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Budinski, Natalija, Dragica Milinković, Vesna Teofilović, Mirjana Jovičić, and Jaroslava Budinski-Simendić. "INTERDISCIPLINARY APPROACH IN MATHEMATICAL EDUCATION BASED ON MATERIALS SCIENCE RESEARH." Knowledge International Journal 31, no. 2 (June 5, 2019): 543–47. http://dx.doi.org/10.35120/kij3102543b.
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Interdisciplinary approach in education attracts significant attention in the contemporary education due to its beneficial effect on teaching-learning process. It is noticed that interdisciplinary approach help students in developing knowledge, increases problem solving skills, supports self-confidence and passion for learning. In this work we explained interdisciplinary approach that was based on mathematics, as a school subject and materials science as a scientific discipline. The combination of the two disciplines is not usual, since materials science is not part of middle school curriculums, even though it is known as an interdisciplinary field that combines many aspects of science and provide results important for everyday life. Polymers, adhesives, coatings, rubbers, ceramics, solar cells are widely used in every day, but they are rarely explored in the classroom. The main reason is that problems in materials science are highly advanced, but with the careful planning there are many possibilities to make them understandable to students. In this work we selected different problems from the materials science field which could help students to develop their modeling competences, since many problems relate to the mathematics. The examples have been derived from the practice applied with students from 10 to 18 years. They illustrate connection of materials science to school mathematics in order to enrich educational process. Educational process benefits in many segments, from developing students' knowledge to promotion of scientific disciplines and jobs in the field of science. Examples show how authentic context support students' engagement and their learning become meaningful and purposeful. Also, we highlight the different perspectives explored during the interdisciplinary approach and stress development of critical thinking skills during researching across disciplinary boundaries. That increase transfer of student knowledge trough disciplines and give them wider prospective of knowledge that they gain in the regular lessons which lead to creativity and production of new ideas. Examples follow elements that are common for interdisciplinary approach of instructions recommended by Fink taxonomy for significant learning. Those elements are foundational knowledge which assume understanding ideas, application of skills, integration and connection of ideas, human dimension and caring, and learning how-to learn which is important for obtaining insight into process of learning. Those instructions are leading to meaningful and lasting experiences for students and fully illustrate importance of school mathematics in scientific disciplines such as materials science.
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You, Hye Sun. "Why Teach Science with an Interdisciplinary Approach: History, Trends, and Conceptual Frameworks." Journal of Education and Learning 6, no. 4 (June 5, 2017): 66. http://dx.doi.org/10.5539/jel.v6n4p66.
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This study aims to describe the history of interdisciplinary education and the current trends and to elucidate the conceptual framework and values that support interdisciplinary science teaching. Many science educators have perceived the necessity for a crucial paradigm shift towards interdisciplinary learning as shown in science standards. Interdisciplinary learning in science is characterized as a perspective that integrates two or more disciplines into coherent connections to enable students to make relevant connections and generate meaningful associations. There is no question that the complexity of the natural system and its corresponding scientific problems necessitate interdisciplinary understanding informed by multiple disciplinary backgrounds. The best way to learn and perceive natural phenomena of the real world in science should be based on an effective interdisciplinary teaching. To support the underlying rationale for interdisciplinary teaching, the present study proposes theoretical approaches on how integrated knowledge of teachers affects their interdisciplinary teaching practices and student learning. This research further emphasizes a need for appropriate professional development programs that can foster the interdisciplinary understanding across various science disciplines.
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Kaltenthaler, Daniel, Johannes-Y. Lohrer, Florian Richter, and Peer Kröger. "Interdisciplinary knowledge cohesion through distributed information management systems." Journal of Information, Communication and Ethics in Society 16, no. 4 (November 12, 2018): 413–26. http://dx.doi.org/10.1108/jices-03-2018-0021.
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Purpose Interdisciplinary linkage of information is an emerging topic to create knowledge by collaboration of experts in diverse domains. New insights can be found by using the combined techniques and information when people have the chance to discuss and communicate on a common basis. Design/methodology/approach This paper describes RMS Cloud, an information management system which allows distributed data sources to be searched using dynamic joins of results from heterogeneous data formats. It is based on the well-known Mediator architecture, but reverses the connection of the data sources to grant data owners full control over the data. Findings Data owners and learners are enabled to retrieve information and to cross-connect domain-extrinsic knowledge and enhances collaborative learning with a search interface that is intuitive and easy to operate. Originality/value This novel architecture is able to connect to differently shaped data sources from interdisciplinary domains into one common retrieval interface.
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Yeloyeva, Z. V., T. O. Filonova, L. P. Kiselova, and S. O. Matviienko. "Interdisciplinary approach in the system of postgraduate health education." PROBLEMS OF UNINTERRUPTED MEDICAL TRAINING AND SCIENCE 40, no. 4 (December 2020): 20–24. http://dx.doi.org/10.31071/promedosvity2020.04.020.
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In modern conditions, the processes of reforming the health care system in Ukraine are going along with the transformation of medical education, including the postgraduate stage of training doctors. The introduction of system of continuous professional development has led to new requirements for the organization of the educational process, and changing in the technology of knowledge transfer. Only separate independent disciplines cease to be the basis of education. The ability to form the skills of obtaining the acquired knowledge and their practical application also becomes the basis of education in modern conditions. So, the modernization of education is associated with the implementation of a competency-based approach, one of the aspects of which is interdisciplinary integration. This is a change in the orientation of education from the transfer of knowledge in one subject/section to the formation of a generalizing picture of the problem and the search for optimal ways to solve it. Taking into account the importance of adapting educational programs and teaching methods to the modern needs of practical health care, in order to increase the competence of listeners the principles of interdisciplinary integration were applied in the work of the Department of Pediatrics at KhMAPE. This article presents the experience of using transdisciplinary teaching: a binary lecture in conjunction with the Department of Pediatric Dentistry, Orthodontics and Implantology of KhMAPE and holding transdisciplinary interuniversity conferences in conjunction with the Department of Laboratory Diagnostics of the NFU. Unusual presentation of the material, cooperation of specialists of various profiles demonstrated great interest of the audience and received their positive assessment. The use of innovative methods of multidisciplinary interaction during training cycles in postgraduate medical education contributes to an increase in its quality and motivation to study, to formation professional competent skills of doctors.