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Journal articles on the topic 'Interdisciplinary communication'

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Published: 4 June 2021
Last updated: 30 July 2024

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1

Kocs, Darren. "Interdisciplinary Communication." Science 260, no. 5111 (May 21, 1993): 1060. http://dx.doi.org/10.1126/science.260.5111.1060.a.

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Watson, Anne, Meaghann Weaver, Shana Jacobs, and Maureen E. Lyon. "Interdisciplinary Communication." Journal of Hospice & Palliative Nursing 21, no. 3 (June 2019): 215–22. http://dx.doi.org/10.1097/njh.0000000000000512.

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Kocs, D. "Interdisciplinary Communication." Science 260, no. 5111 (May 21, 1993): 1060. http://dx.doi.org/10.1126/science.260.5111.1060.

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4

Lampe, C. "Challenges in Interdisciplinary Communication." Neuropediatrics 48, S 01 (April 26, 2017): S1—S45. http://dx.doi.org/10.1055/s-0037-1602895.

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5

Semradova, Ilona, and Sarka Hubackova. "Prerequisites to Interdisciplinary Communication." Procedia - Social and Behavioral Sciences 31 (2012): 304–8. http://dx.doi.org/10.1016/j.sbspro.2011.12.059.

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Streeks, Nicole, Tanikka Fevrier, Salma Haneef, and Andrea Willis. "Improving Interdisciplinary Communication via Text-paging Communication." Pediatrics 141, no. 1_MeetingAbstract (January 1, 2018): 127. http://dx.doi.org/10.1542/peds.141.1ma2.127.

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Klaassen, Renate. "Disentangling the different layers of interdisciplinarity." Journal of Science Communication 19, no. 04 (September 1, 2020): C03. http://dx.doi.org/10.22323/2.19040303.

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Interdisciplinarity for complex problem solving is a rising phenomenon. Each self-respecting university is trying to realise different programmes and approaches to interdisciplinary teaching and research. The debate on what interdisciplinarity is, how it may work as a substantial part of a university, which barriers are encountered to realising interdisciplinary teaching and research and what the added value is, is addressed in this paper from a social science perspective. Based on the attendance of a conference at the Volkswagenstiftung organised by the Humboldt University of Berlin, different scholarly viewpoints and examples are explored on Interdisciplinary teaching and (researching). Collaborations across the at-times-fragmented subfields of research and education ultimately yield insightful, informative, and even educational experience that creates space for mutual understanding and new ways of thinking about seemingly-established approaches to knowledge-building and communication.
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Markova, V. A. "Book communications: Methodology of interdisciplinary research." Scientific and Technical Libraries, no. 3 (May 11, 2021): 95–112. http://dx.doi.org/10.33186/1027-3689-2021-3-95-112.

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The author argues that true understanding of book communications may be obtained through the application of research tools of various disciplines in the humanities. The evolution stages of scholarly views on the book phenomenon of social communications are reviewed. On each stage, researchers always turned to the other sciences’ methodologies. The author introduces her original interpretation of interdisciplinary studies of book communications. She emphasizes, however, that the central place in such studies belongs to the socio-communicative approach, where subject is examined within the context of communication. This non-linear and multilevel model covers both synchronous and diachronous cross-sections of communication, including the feedback. For the accurate representation at the diachronic level, both the historical-genetic and the cultural approaches have to be applied. The literary theory and in particular the concepts of receptive aesthetics, poststructuralism and hermeneutics have to be applied to obtain comprehensive understanding of the authorial and the readership roles in the structure of book communications. The information sciences and theories in postmodern philosophy would enable to understand the laws of book communications within the new information environment. Methodologically, it is important to use the works that investigate into the new communication environment phenomena such as the Internet, hypertext, online literature, and collective authorship.
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Maras, Steven, David Sutton, and Marion Benjamin. "Multimedia Communication: An Interdisciplinary Approach." Information Technology, Education and Society 15, no. 1 (January 1, 2014): 5–29. http://dx.doi.org/10.7459/ites/15.1.02.

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Stoberski, Zygmunt. "Terminology: Applications in Interdisciplinary Communication." Babel. Revue internationale de la traduction / International Journal of Translation 41, no. 2 (January 1, 1995): 117–19. http://dx.doi.org/10.1075/babel.41.2.10sto.

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WAY, MARION. "Interdisciplinary Communication Through Role-Play." Journal of the Institute of Mental Subnormality (APEX) 2, no. 3 (August 26, 2009): 22–23. http://dx.doi.org/10.1111/j.1468-3156.1974.tb00107.x.

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LeNavenec, Carole-Lynn. "Interdisciplinary Casebook in Geriatric Communication." Journal of Gerontological Nursing 16, no. 7 (July 1, 1990): 45. http://dx.doi.org/10.3928/0098-9134-19900701-14.

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13

Moore, Angela R., Randi Ginger Bastian, and Bettye A. Apenteng. "Communication Within Hospice Interdisciplinary Teams." American Journal of Hospice and Palliative Medicine® 33, no. 10 (July 11, 2016): 996–1012. http://dx.doi.org/10.1177/1049909115613315.

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Hospice care is coordinated through an interdisciplinary team (IDT), which assures that a holistic care plan based on the patient’s wishes is implemented. The extent to which an IDT provides quality care may be associated with how effectively they communicate within the team as well as with patients, caregivers, and families. This review seeks to characterize communication strategies among hospice IDT members and to determine how such strategies impact patient care. Although the existing literature sheds some light on communication within hospice IDTs, further research is needed. Inquiry into the communicative process of IDTs in settings other than team meetings, such as during patient visits or informal settings, would provide a more comprehensive representation of how communication influences IDT dynamics and overall team functioning.
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Winowiecki, Leigh, Sean Smukler, Kenneth Shirley, Roseline Remans, Gretchen Peltier, Erin Lothes, Elisabeth King, Liza Comita, Sandra Baptista, and Leontine Alkema. "Tools for enhancing interdisciplinary communication." Sustainability: Science, Practice and Policy 7, no. 1 (April 2011): 74–80. http://dx.doi.org/10.1080/15487733.2011.11908067.

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Avramescu, Daniela, Ioan Petroman, Elena Claudia Constantin, and Melania Varga. "Interdisciplinary Use of Marketing Communication." Procedia - Social and Behavioral Sciences 197 (July 2015): 715–21. http://dx.doi.org/10.1016/j.sbspro.2015.07.076.

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16

Carradini, Stephen. "Artist Communication: An Interdisciplinary Business and Professional Communication Course." Business and Professional Communication Quarterly 82, no. 2 (February 5, 2019): 133–52. http://dx.doi.org/10.1177/2329490619826113.

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The arts have not received much attention from business and professional communication (BPC) scholars who are interested in workplace communication. This article begins to fill that gap by explaining a course focused on the BPC that artists produce in their careers. Students learned BPC genres by addressing arts situations: They crafted email pitches to promoters, took promotional photography, created crowdfunding proposals, and more. I argue that teaching artist communication can give a new context to existing BPC assignments, encourage interdisciplinary initiatives, and allow for the incorporation of natively digital communication genres into existing courses.
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Gürsoy, Dilek, Onur Sesigür, and Nazan Haydari. "Rethinking communication research methodologies: Interdisciplinary Ph.D. Communication Conference (IPCC)." Interactions: Studies in Communication & Culture 11, no. 1 (April 1, 2020): 3–13. http://dx.doi.org/10.1386/iscc_00001_2.

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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. Abstract: 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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19

신선경. "Key Conditions for Effective Interdisciplinary Communication." Journal of Speech Communication ll, no. 15 (December 2009): 251–75. http://dx.doi.org/10.18625/jsc.2009..15.251.

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20

Yoon, Min Young. "How Interdisciplinary Teams Elicit Collaborative Communication." Academy of Management Proceedings 2017, no. 1 (August 2017): 12578. http://dx.doi.org/10.5465/ambpp.2017.12578abstract.

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21

Kostevšek, Urška, Igor Drstvenšek, Jože Balič, Andrej Moličnik, Matjaž Vogrin, Snezana Stević, and Tomaž Brajlih. "INTERDISCIPLINARY COMMUNICATION IN ORTHOPEDIC SURGICAL PLANNING." Journal of Production Engineering 21, no. 2 (December 2018): 39–42. http://dx.doi.org/10.24867/jpe-2018-02-039.

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22

McClelland, Marleen, and Roberta G. Sands. "The Missing Voice in Interdisciplinary Communication." Qualitative Health Research 3, no. 1 (February 1993): 74–90. http://dx.doi.org/10.1177/104973239300300105.

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23

Mote, Philip. "Eos as an interdisciplinary communication tool." Eos, Transactions American Geophysical Union 86, no. 20 (2005): 194. http://dx.doi.org/10.1029/2005eo200007.

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24

Christ, Grace H., and Susan Blacker. "Improving Interdisciplinary Communication Skills with Families." Journal of Palliative Medicine 8, no. 4 (August 2005): 855–56. http://dx.doi.org/10.1089/jpm.2005.8.855.

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25

Coleman, Stephen. "Communication and creative democracy: Interdisciplinary perspectives." Prometheus 30, no. 3 (September 2012): 333–35. http://dx.doi.org/10.1080/08109028.2012.716223.

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26

Aimeur, E., G. Brassard, and S. Paquet. "Personal Knowledge Publishing: Fostering Interdisciplinary Communication." IEEE Intelligent Systems 20, no. 2 (March 2005): 46–53. http://dx.doi.org/10.1109/mis.2005.34.

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27

Niedzwecki, Christian, Rhonda Wolfe, Brenna Giovannetti, and Charlene Baize. "Interdisciplinary Collaboration Utilizing a Communication Framework." Archives of Physical Medicine and Rehabilitation 96, no. 10 (October 2015): e109. http://dx.doi.org/10.1016/j.apmr.2015.08.362.

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28

Narbutaev, Hushbak Babanazarovich. "IMPROVING THE KNOWLEDGE OF ECOLOGICAL CONTENT IN PUPILS IN INTERDISCIPLINE FOR TEACHING BIOLOGY." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 10 (October 1, 2021): 12–16. http://dx.doi.org/10.37547/pedagogics-crjp-02-10-03.

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This article talks about the problems of introducing knowledge of the interdisciplinary content of connections in the educational process, about the importance of their development, about improving the ecological content of pupils' knowledge in interdisciplinary biology teaching, about creating problematic situations, about introducing communication in society into the curricula and programs of general education schools, the introduction of environmental tasks into interdisciplinary communications, as well as the development of ecological thinking and worldviews of pupils, about the development of content, forms, teaching methods, ways of their development, environmental protection and interdisciplinary communication, are developed in synchronous and asynchronous teaching of biology in connection with natural subjects.
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29

Shome, Raka. "Interdisciplinary Research and Globalization." Communication Review 9, no. 1 (January 1, 2006): 1–36. http://dx.doi.org/10.1080/10714420500500828.

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30

Egan, Malcolm, Murat Kuscu, Michael Taynnan Barros, Michael Booth, Antoni Llopis-Lorente, Maurizio Magarini, Daniel P. Martins, Maximilian Schäfer, and Pasquale Stano. "Toward Interdisciplinary Synergies in Molecular Communications: Perspectives from Synthetic Biology, Nanotechnology, Communications Engineering and Philosophy of Science." Life 13, no. 1 (January 11, 2023): 208. http://dx.doi.org/10.3390/life13010208.

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Within many chemical and biological systems, both synthetic and natural, communication via chemical messengers is widely viewed as a key feature. Often known as molecular communication, such communication has been a concern in the fields of synthetic biologists, nanotechnologists, communications engineers, and philosophers of science. However, interactions between these fields are currently limited. Nevertheless, the fact that the same basic phenomenon is studied by all of these fields raises the question of whether there are unexploited interdisciplinary synergies. In this paper, we summarize the perspectives of each field on molecular communications, highlight potential synergies, discuss ongoing challenges to exploit these synergies, and present future perspectives for interdisciplinary efforts in this area.
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31

Makhanov, K. M., and L. V. Chirkova. "Interdisciplinary communication of physics, schemes and programming." Bulletin of the Karaganda University. "Physics" Series 98, no. 2 (June 30, 2020): 143–49. http://dx.doi.org/10.31489/2020ph2/143-149.

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The article presents the results of the development of an electronic device based on digital components, carried out jointly with schoolchildren and students. The aim of this work was the design and development of an electronic device based on 32-bit microcontrollers of the STM32 series. For the design and development of the electronic part of the device, the integrated development environment Altium Designer was used. Using a high-level C ++ language, a control program was developed in the Keil v.5 debugging environment. The microcontroller of the STM32F030K6T6 series was used as the central control processor. The electrical circuit and the circuit board of the device are developed. A highly sensitive gas sensor TGS 2610, manufactured by Figaro (Japan), was used as a sensor element. For SMS transmission, the SIM800A module was used. In the process of doing the work, students independently made electric boards using the method of irradiation of a special photoresist with a UV lamp. Practically all the components were arranged and soldered by the students on their own. Together with the students, a control program for the microcontroller was developed. To manufacture the case of the device, the «KOMPAS» environment was used. The case was printed on a 3D — printer. Calibrated the device and its test tests. According to the results of preliminary test tests of the device, it was found that the gas sensor responds to the presence of gas during the first 20 seconds from the time the leak started. False positives of the device are not fixed. The importance of the foundations of physics, computer science and mathematics in the process of designing digital devices and instruments is shown.
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Shetty, Neeta, Manuel Thomas, Surbhi Sawhney, and Mala Kundabala. "Patient record and communication in interdisciplinary dentistry." Journal of Interdisciplinary Dentistry 4, no. 2 (2014): 62. http://dx.doi.org/10.4103/2229-5194.142934.

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Kardanova-Biryukova, K. S. "Communication as an object of Interdisciplinary research." Вестник Московского государственного лингвистического университета. Гуманитарные науки, no. 2 (2021): 24–34. http://dx.doi.org/10.52070/2542-2197_2021_2_844_24.

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34

Reader, T. W., R. Flin, K. Mearns, and B. H. Cuthbertson. "Interdisciplinary communication in the intensive care unit." British Journal of Anaesthesia 98, no. 3 (March 2007): 347–52. http://dx.doi.org/10.1093/bja/ael372.

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35

Provencio, J. J. "Interdisciplinary communication in the intensive care unit." Yearbook of Critical Care Medicine 2008 (January 2008): 313–14. http://dx.doi.org/10.1016/s0734-3299(08)70642-7.

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&NA;. "Interdisciplinary Communication in the Intensive Care Unit." Survey of Anesthesiology 52, no. 1 (February 2008): 10. http://dx.doi.org/10.1097/01.sa.0000296344.12232.a9.

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37

Radford, Marie L. "Nonverbal communication and interdisciplinary connections: A symposium." New Jersey Journal of Communication 7, no. 2 (September 1999): 137. http://dx.doi.org/10.1080/15456879909367362.

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38

Werder, Kelly Page, Howard Nothhaft, Dejan Verčič, and Ansgar Zerfass. "Strategic Communication as an Emerging Interdisciplinary Paradigm." International Journal of Strategic Communication 12, no. 4 (August 8, 2018): 333–51. http://dx.doi.org/10.1080/1553118x.2018.1494181.

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39

Croucher, Stephen M. "Introduction to the interdisciplinary nature of communication." Review of Communication 23, no. 2 (April 3, 2023): 95–97. http://dx.doi.org/10.1080/15358593.2023.2207259.

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40

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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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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Arndt, Erica J., Anne Fleischer, and Geela Spira. "Improving Clinician Communication through Action Research." Home Healthcare Now 41, no. 6 (November 2023): 309–15. http://dx.doi.org/10.1097/nhh.0000000000001202.

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There are many challenges to interdisciplinary communication in home care. Management often takes a top-down approach, instructing home care clinicians on methods to improve communication. In this pretest-posttest intervention study, a bottom-up approach was taken using a focus group to allow home care clinicians to identify, develop, and implement strategies to share critical clinical and social information. The participants in the intervention group were compared with a control group who did not participate in the focus group. We found that empowering home care clinicians to develop strategies to improve interdisciplinary communication was beneficial in improving interdisciplinary collaboration. Actively involving home care clinicians in identifying issues and developing solutions may lead to improved collaboration.
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Kiraly, Tristan, Shelagh Quinn, Janice Fyfe, and Edith Kernerman. "Walk the Doc Talk." Clinical Lactation 7, no. 2 (2016): 49–56. http://dx.doi.org/10.1891/2158-0782.7.2.49.

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There is limited research on interdisciplinary communication between lactation consultants (International Board Certified Lactation Consultant [IBCLC]) and other healthcare professionals. An online survey assessed how healthcare professionals (physicians, surgeons, and alternative practitioners) perceive lactation consultants and what language, forms of communication, and practices are helpful. Participants (N = 75) indicated mostly positive experiences. Negative experiences included lack of communication or dissatisfaction with experience or outcome. Breastfeeding terms were, on average, “somewhat clear,” and several were correlated with perceived adequacy of breastfeeding knowledge. Participants indicated that communications from lactation consultants should include a plan for follow-up, an outline of the safety and rationale for use of potentially unfamiliar treatments, and contact information. The preferred form of communication varied. Improving interdisciplinary communication and collaboration will likely result in better support for breastfeeding dyads.
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Jumanov, Akhmadjon Mirzayevich, and Rakhmonjon Khaydarov. "USING INTERDISCIPLINARY CONNECTIONS IN TEACHING ELEMENTARY CHEMISTRY." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 07 (July 30, 2021): 11–15. http://dx.doi.org/10.37547/pedagogics-crjp-02-07-03.

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45

Martynova, T. A., E. V. Gilenko, E. M. Kitaeva, V. A. Bondar, E. V. Orlova, N. P. Drozdova, and V. I. Cherenkov. "Interdisciplinary communicative competence: From conceptualising to operationalising." Education and science journal 25, no. 4 (April 21, 2023): 12–36. http://dx.doi.org/10.17853/1994-5639-2023-4-12-36.

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Introduction. Communication complexities which often occur in interdisciplinary work gave rise to the studies on teaching interdisciplinary communication. A growing need to provide pedagogical solutions to facilitate teaching interdisciplinary communication stimulated the research into language as a social practice to better understand communication process for interdisciplinary purposes.Aim. This exploratory study investigates the concept of interdisciplinary communicative competence and proposes a framework of interdisciplinary communicative competence with the focus on three underlying components: knowledge, skills, and personal attributes of interdisciplinary team members.Methodology and research methods. Qualitative and quantitative methods were used. The data obtained from 24 in-depth semi-structured interviews with five groups of higher education stakeholders (employers, academic directors of the programmes, professors, students, and alumni) revealed the existing interdisciplinary practices in the university and cross-functional practices in the companies. The proposed framework was empirically tested using an online survey with 139 responses from professors, students, and employers. The data processing techniques included the use of Kendall’s concordance coefficient, Cronbach’s alpha, and the principal component analysis.Results. The study presents the authors’ conceptualisation of interdisciplinary communicative competence and its framework as the result of the literature analysis and the empirical research. The findings provided evidence on the importance of language skills for effective interdisciplinary communication as perceived by 5 groups of respondents. The choice of language skills as a basic component of interdisciplinary communicative competence is justified.Scientific novelty. The study contributes to the conceptualisation of a framework of interdisciplinary communicative competence. The elements of the framework are identified and their relevance is empirically tested.Practical significance. The results of the empirical part of the study can be applied in the design of interdisciplinary learning process in higher education, for example, in the design of interdisciplinary courses, and teaching materials.
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Pitsch, Karola, and Vivian Raithel. "International and Interdisciplinary Workshop on Multimodal Communication at the Center for Interdisciplinary Research." Gesture 4, no. 1 (June 10, 2004): 109–13. http://dx.doi.org/10.1075/gest.4.1.10pit.

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47

Klinke, Andreas, and Ortwin Renn. "Nachhaltiger Umgang mit natürlichen Risiken: antizipativ, integrativ und interdisziplinär." Schweizerische Zeitschrift fur Forstwesen 162, no. 12 (December 1, 2011): 442–53. http://dx.doi.org/10.3188/szf.2011.0442.

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Sustainable management of natural risks: anticipative, integrative and interdisciplinary The endangerment through natural risks is globally increasing, despite the efforts to mitigate the effects. Therefore, society needs appropriate methods in order to better anticipate as well as interdisciplinarily assess and estimate natural risks and provide effective and efficient management options. The article proposes a procedural model comprising the four phases of risk anticipation, interdisciplinary risk estimation, standardization of risk types and risk management. Risk communication as dialogue between society, authorities and experts accompanies all phases.
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Yesnazar, Asel, Amangeldi Japbarov, Ainur Zhorabekova, Zauret Kabylbekova, Artyk Nuralieva, and Uaidullakyzy Elmira. "Elementary school children’s speech skills in interdisciplinary ICT communication." World Journal on Educational Technology: Current Issues 13, no. 1 (January 30, 2021): 147–59. http://dx.doi.org/10.18844/wjet.v12i4.5183.

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An analysis of the state of pedagogical practice and scientific and methodological literature speaks of shortcomings in solving the problem of the formation of elementary schoolchildren’s speech skills. This article is devoted to the formation of elementary schoolchildren's speech skills in interdisciplinary communication. The purpose of our experimental work is to verify the effectiveness of our methodology for the sustainable of speech skills in interdisciplinary communication. In preparation for the experimental work, the following objectives were set; to identify the level of formation of speech skills (motivational, informative, reflective), development of a complex of diagnostic methods: observation, questionnaires, diagnostic methods, assessment, self-esteem, etc., on the basis of the data obtained to determine the level of formation of speech skills in interdisciplinary ICT communication. Therefore, the aim of our study is to analyze the state of formation of elementary schoolchildren’s speech skills in interdisciplinary communication. The theoretical significance of the study allows clarifying knowledge on the issue of the formation of speech skills; practical significance lies in the presentation and testing of a set of productive exercises aimed at developing learners' speech skills in interdisciplinary communication. According to the developed diagnostic technique, the formation of speech skills in interdisciplinary communication consists of three components: motivational, substantive and reflective. Based on these components, indicators and levels characterizing the formation of elementary schoolchildren’s speech skills in interdisciplinary communication are distinguished. During the study, the results of a verifying, forming and control experiment were presented. According to the study, we can say that it is necessary to pay attention to the development of meaningful speech, because it is for this indicator that most children are at a low level of formation. On the whole, our study proved that systematic work is needed to form elementary schoolchildren’s speech skills. Keywords: speech skills, interdisciplinary communication, integration, elementary school, formation, criteria, indicators, levels.
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49

Jumadillayevа, А., K. Jumadillayev, Z. Jakupova, and A. Kozybay. "METHODOLOGICAL BASIS OF REALIZATION OF INTERSUBJECT COMMUNICATIONS OF PHYSICS WITH THE NATURAL SCIENCES IN SCIENCE EDUCATION." BULLETIN Series of Physics & Mathematical Sciences 69, no. 1 (March 10, 2020): 190–93. http://dx.doi.org/10.51889/2020-1.1728-7901.32.

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The article deal with the problems of implementing intersubject communications of physics with the natural sciences in natural science education. The relevance, significance, goals, methods and forms of the implementation of intersubject communications of physics with the natural sciences in natural science education are established. It is shown that the only way for future teachers of physics to form deep and systematic knowledge is to prepare them for the implementation of interdisciplinary knowledge. Intersubject communication should be considered as a manifestation in the educational process of the relationship of different sciences. No single science, no matter how significant and developed it may be, can create a holistic view of the world, but can only take part in its formation. Interdisciplinary communication, acting as a bridge connecting all objects and sciences, opens up wide opportunities for the development of specific sciences and the scientific picture of the world. Therefore, interdisciplinary communication, as a prerequisite for the successful development of scientific knowledge, and as a method of searching for new results and cognition, reveals to students the way of understanding the world, and thereby ensures conceptual thinking.
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50

Maués de Souza, Fernando, Rômulo Evandro Leão, and Janides De Nazaré Baía Siqueira. "COMMUNICATION AND INTERDISCIPLINARY TEAM WORK IN PALLIATIVE CARE." Health and Society 2, no. 04 (September 2, 2022): 124–48. http://dx.doi.org/10.51249/hs.v2i04.899.

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Palliative care is a treatment modality that aims to improve the quality of life of patients and their families. Communication and interdisciplinary relationships are significant elements in the palliative care process. The present study aims to point out the importance of interdisciplinary communication, based on the approach of different authors, in the, care of patients in palliative care. This is an exploratory research, having as a tool the bibliographic review of authors who discuss the subject. In this study, the importance of communication in interdisciplinary teamwork in the team, patient and family relationship is verified.
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