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Sukristiono, Dominikus. "Mengkaji Interdisiplinaritas: Tak Selamanya Kerja Interdisipliner Itu Baik." Retorik: Jurnal Ilmu Humaniora 11, no. 2 (December 31, 2023): 205–19. http://dx.doi.org/10.24071/ret.v11i2.7494.
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In addition to novelty and relevance, interdisciplinarity seems to be an imperative predicate in the scientific works carried out in Indonesia. Unfortunately, research on the interdisciplinarity itself, particularly from the perspective of philosophy of science, either descriptive or normative, i.e., what and how interdisciplinary has been (and should be) done is still a desideratum. Through database and normative-philosophical analysis, this article shows that most of the interdisciplinary works hitherto carried out are either additive or interpretative/take-over in nature. Such works would be bad scientific practices. Good interdisciplinary works presuppose the existence of interdisciplinary material objects and their formal ones. These normative requirements, however, lead to a dilemma which should be faced by those who work interdisciplinarily.
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Rutgeerts, Jonas, Anneleen Masschelein, Pascal Delheye, Benedicte Vanwanseele, and Frederik Truyen. "Interdisciplinariteit tot de tweede macht. Dansstudies op het kruispunt van context en lichaam." Forum+ 26, no. 3 (November 1, 2019): 26–33. http://dx.doi.org/10.5117/forum2019.3.rutg.
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Hoewel verschillende vormen van dansonderzoek zichzelf bestempelen als interdisciplinair en open, liggen de gebruikte modellen van interdisciplinariteit in de praktijk behoorlijk ver uit elkaar. In dit artikel zetten de auteurs een eerste stap in de ontwikkeling van een ‘interdisciplinariteit tot de tweede macht’ (ID2), een model waarmee het mogelijk wordt om de dialoog te initiëren tussen de verschillende interdisciplinaire modellen van dansonderzoek.Although several types of dance research are labelled as interdisciplinary and open, there are in fact large differences between various models of interdisciplinarity that are currently in use. In this article, the authors.
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Bonfante, Fernanda Martins, Graziela Elias, and Ricardo Luiz de Bittencourt. "Mapeamento do Conceito de Interdisciplinaridade no Programa de Pós-Graduação em Ciências Ambientais: uma Revisão Bibliográfica a Partir de Teses e Dissertações." Revista de Ensino, Educação e Ciências Humanas 22, no. 5 (December 16, 2021): 609–16. http://dx.doi.org/10.17921/2447-8733.2021v22n5p609-616.
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ResumoEste artigo apresenta resultados de uma pesquisa bibliográfica sobre os conceitos de interdisciplinaridade no Programa de Pós-Graduação em Ciências Ambientais (PPGCA) da Universidade do Extremo Sul Catarinense (UNESC). O programa em questão possui características interdisciplinares, sendo assim, o objetivo do presente estudo é mapear o conceito de interdisciplinaridade, a partir da produção de teses e dissertações do programa. Para alcançar este objetivo foi realizada uma revisão bibliográfica no banco de dados da biblioteca central professor Eurico Back, no período de 2006 até o primeiro semestre de 2019. Foi efetuada uma pesquisa com auxílio do software Adobe Reader pelo termo “interdisciplinar”, em todas as dissertações e teses disponíveis no sistema. A pesquisa revelou que a palavra interdisciplinar foi encontrada em 43 das 104 produções desenvolvidas e começou a ser utilizada nas produções publicadas a partir do ano de 2010, oscilando sua frequência durante os anos em análise. Em aproximadamente 37% dos trabalhos se observou a conceituação do tema, cujo entendimento ocorreu de maneira variada. Palavras-chave: Interdisciplinar. Análise. Produções Científicas. AbstractThis article presents results of a bibliographic research on the interdisciplinarity concepts in the Postgraduate Program in Environmental Sciences (PPGCA) of the University of the Extreme South of Santa Catarina (UNESC). The program in question, has interdisciplinary characteristics, therefore, the objective of the present study is to map the interdisciplinarity concept, from the production of theses and dissertations of the program. To achieve this goal, a bibliographic review was carried out in the database of the central library Eurico Back, from 2006 to the first semester of 2019. A survey was carried out with the support of Adobe Reader software for the term “interdisciplinary” in all the dissertations, and theses available in the system. The research revealed that the word interdisciplinary was found in 43 of the 104 productions developed and began to be used in productions published from the year 2010, oscillating its frequency during the years under analysis. In approximately 37% of the works, the conceptualization of the theme was observed, whose understanding occurred in different ways. Keywords: Interdisciplinary. Analysis. Scientific Productions.
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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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Condee, William F. "The Future Is Interdisciplinary." Theatre Survey 45, no. 2 (November 2004): 235–40. http://dx.doi.org/10.1017/s0040557404000195.
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The future of theatre history is interdisciplinary. The inevitable question is, of course, What does one mean by interdisciplinary? There is indeed a whole field of interdisciplinary, or integrative, studies, with its own academic departments, conferences and journals. (Which in turn raises the troublesome question, Is interdisciplinarity still interdisciplinary, or is it now a discipline? But I won't go there—yet.) The common view is that interdisciplinarity employs more than one discipline to address a complex problem. Interdisciplinary studies tend to privilege unity, convergence, synthesis, complex questions, and broad issues.
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Evis, Laura H. "A critical appraisal of interdisciplinary research and education in British Higher Education Institutions: A path forward?" Arts and Humanities in Higher Education 21, no. 2 (September 29, 2021): 119–38. http://dx.doi.org/10.1177/14740222211026251.
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This article examines the development, impact and integration of interdisciplinary approaches in British Higher Education Institutions. It evaluates how the concept of interdisciplinarity has become popularised over time and embraced by disciplines such as archaeology. It then explores the extent to which interdisciplinary approaches have impacted research agendas, first, by evaluating the interdisciplinary research calls from 2019 for seven UK-based research councils and then, at a discipline level, using archaeology as an exemplar. Overall, interdisciplinary research calls only accounted for, at best, 11.9% of a council’s budget. Interrogation of the funding requirements of four of the largest archaeological-research funders demonstrated that successful archaeology-themed grant applications are reliant on interdisciplinarity. The influence of interdisciplinarity on British University’s research and education agendas was examined through analysing the strategic plans of eight universities, followed by an analysis of the availability and potential benefits of interdisciplinary undergraduate and research programmes. This indicated that interdisciplinary approaches are interwoven into university’s research aspirations but displayed variation in relation to their educational goals, with only 20% of institutions offering specific interdisciplinary degree programmes. Despite this, the skillset and research outputs produced as a result of interdisciplinary collaboration were found to be highly valued, thereby suggesting that interdisciplinarity will increasingly feature in the research and education strategies of British universities.
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HICKS, CHRISTINA C., CLARE FITZSIMMONS, and NICHOLAS V. C. POLUNIN. "Interdisciplinarity in the environmental sciences: barriers and frontiers." Environmental Conservation 37, no. 4 (December 2010): 464–77. http://dx.doi.org/10.1017/s0376892910000822.
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SUMMARYGlobal environmental changes present unprecedented challenges to humans and the ecosystems upon which they depend. The need for interdisciplinary approaches to solve such multidimensional challenges is clear, however less clear is whether current attempts to cross disciplinary boundaries are succeeding. Indeed, efforts to further interdisciplinary approaches remain hampered by failures in assessing their scope and success. Here a set of measures examined the interdisciplinarity of the environmental sciences and tested two literature-based hypotheses: (1) newer and larger disciplines are more interdisciplinary; and (2) interdisciplinary research has lower impact factors than its counterparts. In addition, network analysis was used to map interdisciplinarity and determine the relative extent to which environmental science disciplines draw on alternative disciplinary perspectives. Contrary to expectations, age and size of a discipline had no effect on measures of interdisciplinarity for papers published in 2006, though metrics indicated larger articles and journals were more interdisciplinary. In addition, interdisciplinary research had a greater impact factor than its more strictly disciplinary peers. Network analysis revealed disciplines acting as ‘interdisciplinary frontiers’, bridging critical gaps between otherwise disparate subject areas. Whilst interdisciplinarity is complex, a combination of diversity metrics and network analysis provides valuable preliminary insights for interdisciplinary environmental research policy. The successful promotion of interdisciplinarity is needed to help dispel commonly perceived barriers to interdisciplinarity and create opportunities for such work by increasing the space available for different disciplines to encounter each other. In particular, the networks presented highlight the importance of considering disciplinary functioning within the wider context, to ensure maximum benefit to the scientific community as a whole.
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Ashurova, Dilyaram Umarovna. "Interdisciplinary approach to language." Nizhnevartovsk Philological Bulletin 6, no. 2 (December 4, 2021): 127–37. http://dx.doi.org/10.36906/2500-1795/21-2/11.
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The article deals with the phenomenon of interdisciplinarity regarded as one of the main methodological principles of modern linguistics. Under discussion are the problems of the anthropocentric paradigm which at present takes a dominant place among other scientific paradigms. The relationships between interdisciplinarity and other methodological principles such as anthropocentrism, functionalism and explanatorism have been analyzed. The levels of interdisciplinarity as polydisciplinarity and transdisciplinarity have been highlighted. The assumption that some notions, such as discourse, concept, linguocultureme, foregrounding are interdisciplinary by nature, and can not be discussed within the framework of one discipline, is put forward. From the position of interdisciplinarity the scientific status of such disciplines as stylistics and cognitive linguistics has been discussed. One of the conclusions is that the interdisciplinary synthesis of Stylistics is determined by its internal links with all the language aspects (phonological stylistics, stylistic grammar, lexical stylistics, stylistic phraseology, stylistics of word-formation), and external correlations of Stylistics with the disciplines of the anthropocentric paradigm. As for the interdisciplinary status of Cognitive Linguistics, it is characterized by two tendencies: 1) correlations with both humanitarian sciences (Philosophy of language, Sociolinguistics, Linguoculturology), natural sciences (Psycholinguistics, Neurolinguistics), exact and technical sciences (Mathematical Linguistics, Computer Linguistics); 2) interpenetration of many notions and methods of analysis of Cognitive Linguistics and other sciences. The main conclusions of the research are the assumptions about: a) interdisciplinarity as a basic methodological principle of modern linguistics; b) a variety of forms, types and levels of interdisciplinarity; c) the interdisciplinary status of all the anthropocentric trends of modern linguistics; d) the peculiar features of interdisciplinarity in Stylistics and Cognitive Linguistics; e) the necessity of an interdisciplinary approach to the analysis of many notions of modern linguistics.
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Ultramari, Clovis, and Manoela Massuchetto Jazar. "LITERATURA E CIDADE: campo interdisciplinar e vazios investigativos." Cadernos de Pesquisa 23, no. 2 (September 1, 2016): 107. http://dx.doi.org/10.18764/2178-2229.v23n2p107-121.
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O artigo objetiva trazer ao debate a relação literatura e cidade como campo interdisciplinar de pesquisa. Serve-se de revisão bibliográfica sobre essa relação e, a partir da seleção de dois autores - Machado de Assis e Graciliano Ramos, analisa como a produção cientifica nacional em teses e dissertações defendidas entre 2000 e 2015 se apropria desse potencial investigativo. Adicionalmente, toma o caso de Graciliano Ramos para a identificação de possíveis caminhos metodológicos neste campo interdisciplinar. O debate sobre trabalhos que integrem ou possam integrar literatura e cidade indica que, se, por um lado, há uma recorrência de concordâncias sobre a riqueza dessa interdisciplinaridade; por outro, é reduzido o número de pesquisas com essa perspectiva específica. Mais que isso, é possível observar que áreas tradicionalmente afeitas ao urbanismo gestão urbana, design, arquitetura e planejamento não estão presentes no restrito número de pesquisas que foi possível selecionar, havendo uma concentração exclusiva na área da própria literatura.Palavras-chave: Cidade e literatura. Metodologia. Interdisciplinaridade.LITERATURE AND CITY: interdisciplinary field and investigative emptinessAbstract: This article aims to start a debate on the relation between literature and cities as an interdisciplinary research field. It is developed based a bibliographic review on such relation and, guided by a selection of two Brazilian authors, Machado de Assis and Graciliano Ramos, analyses how the national academic production in dissertations and thesis - defended thought 2000 to 2015 - refers and takes advantage from this rich interdisciplinary. Additionally, we take the work and public life of Graciliano Ramos to identify possible methodological paths in such interdisciplinary field. In the search of researches that combine interests in literature and cities, we could observe that, on one side, there is a consensus on the importance of different multi scientific approaches; on the other it is reduced the number of researches adopting this procedure. More than that, it is possible to conclude that areas closely connected to urbanism, like urban management, design, architecture and planning are absent in the restrict number of researches considered appropriated for this discussion.Keywords: City and Literature. Methodology. Interdisciplinarity. LITERATURA Y CIUDAD: campo interdisciplinario y vacío investigativoResumen: El artículo tiene como objetivo argumentar sobre la relación entre literatura y ciudad como campo interdisciplinario de investigación. Hace uso de la revisión teórica acerca de esta relación y, a partir de la selección de dos autores - Machado de Assis y Graciliano Ramos - analiza cómo la producción científica nacional en tesis y disertaciones defendidas entre 2000 y 2015 se apropian de este potencial de investigación. Además, toma el caso del escritor Graciliano Ramos para la identificación de posibles enfoques metodológicos en este campo interdisciplinario. El debate sobre trabajos académicos que integran o que desean integrar literatura con ciudad indica que, por un lado, hay una grande concordancia de la riqueza de este enfoque interdisciplinario; en el otro, que hay todavía un muy bajo número de resultados con esta perspectiva específica. Más que eso, se puede ver qué áreas de estudio tradicionalmente relacionadas con el urbanismo,la gestión urbana, el diseño y la planificación no están presentes en el limitado número de resultados encontrados.Palabras clave: Ciudad y literatura. Metodología. Interdisciplinaridad.
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Nowacek, Rebecca S. "Toward a Theory of Interdsciplinary Connections: A Classroom Study of Talk and Text." Research in the Teaching of English 41, no. 4 (May 1, 2007): 368–401. http://dx.doi.org/10.58680/rte20076020.
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Despite the general trend to embrace interdisciplinarity in post-secondary education, we remain remarkably unclear concerning what we mean by interdisciplinarity and how it is achieved. Reporting on research conducted in a team-taught interdisciplinary course, I propose a new way of conceptualizing interdisciplinary connections, grounded in Bakhtinian theories of language and cognition. I offer a three-part schema for identifying the discursive disciplinary resources individuals use to make interdisciplinary connections and identify some broad characteristics of writing assignments that appear to invite students to make connections among disciplines. Finally, I argue that reflection on certain types of interdisciplinary connections can be an extremely powerful resource for interdisciplinary as well as disciplinary thinking and learning.
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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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Dos Santos Bento, Fredi, and Fátima Aparecida Costa. "Por uma Geografia interdisciplinar / For an interdisciplinary geography." Geografia em Atos (Online) 7, no. 14 (December 4, 2019): 06–07. http://dx.doi.org/10.35416/geoatos.v7i14.7041.
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Tripp, Brie, and Erin E. Shortlidge. "A Framework to Guide Undergraduate Education in Interdisciplinary Science." CBE—Life Sciences Education 18, no. 2 (June 2019): es3. http://dx.doi.org/10.1187/cbe.18-11-0226.
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An expanded investment in interdisciplinary research has prompted greater demands to integrate knowledge across disciplinary boundaries. Vision and Change similarly made interdisciplinary expectations a key competency for undergraduate biology majors; however, we are not yet synchronized on the meaning of interdisciplinarity, making this benchmark difficult to meet and assess. Here, we discuss aspects of interdisciplinarity through a historical lens and address various institutional barriers to interdisciplinary work. In an effort to forge a unified path forward, we provide a working definition of interdisciplinary science derived from both the perspectives of science faculty members and scientific organizations. We leveraged the existing literature and our proposed definition to build a conceptual model for an Interdisciplinary Science Framework to be used as a guide for developing and assessing interdisciplinary efforts in undergraduate science education. We believe this will provide a foundation from which the community can develop learning outcomes, activities, and measurements to help students meet the Vision and Change core competency of “tapping into the interdisciplinary nature of science.”
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Pauley, Catlin M., and Aaron J. McKim. "Interdisciplinary Connections:." Journal of Interdisciplinary Studies in Education 8, no. 1 (July 15, 2019): 30–44. http://dx.doi.org/10.32674/jise.v7i2.1084.
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Agriculture, food, and/or natural resources (AFNR) content offers a tremendous context for interdisciplinary teaching and learning. Collaboration between AFNR and core content area educators has been recommended to increase interdisciplinarity in school-based AFNR Education; however, existing research lacks an empirical investigation of the relationship between interdisciplinary collaboration and outcomes associated with interdisciplinary teaching in school-based AFNR Education. Therefore, the current study explores the scope of collaboration between AFNR, leadership, mathematics, and science educators and the relationship between collaboration and interdisciplinary teaching in school-based AFNR Education. Findings indicate opportunities to initiate and strengthen interdisciplinary communities of practice through purposeful interactions, especially regarding length of interactions between AFNR and core content area educators. Recommendations for practitioners, teacher educators, and researchers are provided.
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Costa, Patrícia Joaquim Morais, and Lucy Ferreira Azevedo. "Uma Sequência Didática Interdisciplinar para o Ensino de Arte: a Cultura Mato-Grossense / Pantaneira." Revista de Ensino, Educação e Ciências Humanas 23, no. 4 (December 15, 2022): 658–65. http://dx.doi.org/10.17921/2447-8733.2022v23n4p658-665.
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Este artigo faz parte de um projeto de pesquisa de Mestrado, desenvolvido por um grupo de pesquisadores da Universidade de Cuiabá - UNIC, Linha “Linguagens e seus Códigos” com apoio da Fundação Nacional de Desenvolvimento do Ensino Superior Particular - FUNADESP. A dificuldade de a escola trabalhar interdisciplinarmente seus conteúdos suscitou a pergunta: Como os professores podem trabalhar interdisciplinarmente as Artes Visuais com temas da cultura mato-grossense/pantaneira? Aponta-se a hipótese de que os Textos Visuais, em uma perspectiva interdisciplinar e abordados como elemento contextualizado de forma cuidadosamente planejada, favoreçam a aprendizagem e o domínio da leitura e escrita, desde os anos finais do Ensino Fundamental. Como objetivo desta pesquisa, almeja-se propor atividades interdisciplinares no ensino de Artes Visuais por meio de encontros formativos com os professores, tendo em vista a necessidade de práticas pedagógicas contextualizadas e diferenciadas e, ao mesmo tempo, articuladas ao currículo estadual de educação e a BNCC. Foi realizada uma investigação qualitativa a partir de um estudo de caso. Os autores que fundamentam as reflexões foram dos campos da Arte, da Literatura e da Pedagogia, além dos documentos oficiais norteadores. Assim, mediante o desenvolvimento de sequências didáticas na abordagem interdisciplinar sobre a cultura regional, espera-se contribuir para uma reflexão quanto à possibilidade da aplicação de práticas de leitura e escrita, por parte dos professores. Portanto, com o desenvolvimento e utilização de textos visuais, é possível desenvolver a percepção e a sensibilidade estética, principalmente, ao que se refere a cultura mato-grossense/pantaneira, valorizando a interdisciplinaridade. Palavras-chave: Ensino. Artes visuais. BNCC. Interdisciplinaridade. Abstract This article is part of a Master's research project, developed by a group of researchers from the University of Cuiabá - UNIC, "Languages and their Codes" Line with support from the National Foundation for the Development of Private Higher Education - FUNADESP. The difficulty for the school to work its contents interdisciplinary raised the question: How can teachers work interdisciplinary the Visual Arts with themes of Mato Grosso/Pantanal culture? The hypothesis is pointed out that Visual Texts, in an interdisciplinary perspective and approached as a carefully planned contextualized element, favor learning and the mastery of reading and writing, since the final years of Elementary School. As an objective of this research, we aim to propose interdisciplinary activities in the teaching of Visual Arts through formative meetings with teachers, in view of the need for contextualized and differentiated pedagogical practices and, at the same time, articulated to the state education curriculum and the BNCC A qualitative investigation was carried out based on a case study. The authors who base the reflections were from the fields of Art, Literature and Pedagogy, in addition to the official guiding documents. Thus, through the development of didactic sequences in the interdisciplinary approach on regional culture, it is expected to contribute to a reflection on the possibility of applying reading and writing practices by teachers. Therefore, with the development and use of visual texts, it is possible to develop perception and aesthetic sensitivity, especially with regard to the culture of Mato Grosso/Pantanal, valuing interdisciplinarity. Keywords: Teaching. Visual arts. BNCC. Interdisciplinarity.
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Tymkiv, Nadiya. "Interdisciplinary Approach in Professional Training for Future Petroleum Engineers." International Journal of Pedagogy, Innovation and New Technologies 8, no. 1 (June 16, 2021): 81–86. http://dx.doi.org/10.5604/01.3001.0014.9143.
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The article deals with the problem of training specialists in the field of petroleum engineering ready to work in interdisciplinary teams and projects. Interdisciplinary approach including globally conditioned interdisciplinarity has been discussed in the context of engineering education since the beginning of the 21th century. This approach contains a number of basic components, namely: structure, process, language, identity, and technologies. Efficiency of interdisciplinary training depends on the general dynamics of a team. The international community has not disputed on the significance of interdisciplinary approach for engineers, but the key issue remains – how to apply theory for practice in both curricula development and learning process itself. Interdisciplinarity in the petroleum education is considered as a basis for critically new competitive engineering solutions. The indicators proving the presence of interdisciplinary management system at university are outlined. Based on the elaborated principles of interdisciplinary activities a set of required tools and elements to manage interdisciplinary training of petroleum engineers is presented. The significance of an interdisciplinary approach in professional training for future petroleum engineers is grounded. It has been proved that interdisciplinarity in its broadest sense is the trend, challenges of a global nature, which are updated set of circumstances, reasons that are multifaceted, varied and contradictory. It has been substantiated that the methodological part, multidisciplinary update of economics has become a constructive synthesis of theoretical research in this area, which includes not just interdisciplinary cooperation and mutual enrichment at the methodological level, forming a systematic, holistic vision of the economy, the problems and contradictions of development.
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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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Wang, Zidan, Peng Du, and Xinyong Ma. "From interdisciplinary to interdisciplinarity: American cases and implications." Chinese Science Bulletin 66, no. 9 (March 1, 2021): 965–73. http://dx.doi.org/10.1360/tb-2020-1450.
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Carnevale, Franco A. "Interdisciplinarity and nursing research: opportunities and challenges." Revista Brasileira de Enfermagem 67, no. 6 (December 2014): 881–85. http://dx.doi.org/10.1590/0034-7167.2014670603.
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Interdisciplinary collaboration is widely recognized and considered essential for optimizing the development of knowledge and practice. However, interdisciplinarity is commonly accepted as an unquestioned good; rarely examined as both a source of benefit as well as difficulty for nursing and other disciplines. The aim of this article is to critically examine the opportunities and challenges that interdisciplinarity can provide for research in nursing and other disciplines. Based on a North American perspective, I describe the emergence of uni-disciplinary nursing research and the knowledge exchanges that occurred between nursing and other disciplines. I discuss the rise of interdisciplinary research, outline several examples of nursing participation in interdisciplinarity, and highlight the prominent benefits and difficulties associated with interdisciplinary research. I argue that authentic collaboration is required to conduct meaningful interdisciplinary research and describe how this can be promoted.
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Markauskaite, Lina, and Cara Wrigley. "How can we co-design for interdisciplinarity? Three entwinements of design and interdisciplinarity." Journal of Design, Business & Society 9, no. 1 (March 1, 2022): 3–8. http://dx.doi.org/10.1386/dbs_00043_2.
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Interdisciplinarity collaboration is crucial for addressing contemporary challenges and driving innovation. However, interdisciplinary work is difficult in practice. How can we leverage design potential for more successful interdisciplinary practices and learning? In this editorial, we look into the entwinement between design and interdisciplinarity as a means to drive innovation.
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Villeneuve, Dominic, David Durán-Rodas, Anthony Ferri, Tobias Kuttler, Julie Magelund, Michael Mögele, Luca Nitschke, Eriketti Servou, and Cat Silva. "What is Interdisciplinarity in Practice? Critical Reflections on Doing Mobility Research in an Intended Interdisciplinary Doctoral Research Group." Sustainability 12, no. 1 (December 25, 2019): 197. http://dx.doi.org/10.3390/su12010197.
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Lately, there has been a tendency in academia to call for more interdisciplinary research on sustainable mobility. However, there is a lack of empirical research on practiced interdisciplinarity. This paper seeks to address this by exploring the practices of an intended interdisciplinary doctoral research group. Specifically, it presents the study of a collaborative autoethnography using individual vignettes and qualitative data analysis. The results classify the identified interdisciplinary practices into three main categories: Interactions, productive processes, and negotiation processes, where interactions serve as a carrier for negotiation and productive processes. This also uncovers advantages and challenges associated with these interactions. Furthermore, the analysis reveals intersubjectivity as an important component of the infrastructure of interdisciplinarity involved in both processes. Finally, we call for a reevaluation of the hierarchical thinking about the different levels of interdisciplinarity, going from disciplinary to multidisciplinary to interdisciplinary to transdisciplinary research. We conclude that for interdisciplinarity to happen in practice, it requires having a combination of various disciplines, ontologies, and a common “wicked” problem to solve. We also find that developing an interdisciplinary research environment requires researchers to embark on a shared journey of reaching a higher level of intersubjectivity through continuous interactions and discussions, while also negotiating conflicts.
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Hejná, Míša, Sune Borkfelt, Mark Ø. Eaton, Ken Ramshøj Christensen, Mathias Clasen, Antoinette Fage-Butler, Anna Bothe Jespersen, et al. "Interdisciplinary: To Be or Not to Be?" Leviathan: Interdisciplinary Journal in English, no. 5 (August 19, 2019): 1–12. http://dx.doi.org/10.7146/lev.v0i5.115491.
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This article introduces student readers to the realm of the interdisciplinary, with a primary focus on the humanities. We first introduce interdisciplinarity and other related terms as concepts. We then present eight specific examples, on which we illustrate interdisciplinary research. Finally, we address the question of when one should be interdisciplinary.
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Morimoto, Sandra Yoshie Uraga, Catharina Machado Portela, Weldma Karlla Coelho, and Adriana Lobo Jucá. "Avaliação interdisciplinar em um centro especializado em reabilitação/ Interdisciplinary evaluation in a rehabilitation specialized center." Revista Interinstitucional Brasileira de Terapia Ocupacional - REVISBRATO 3, no. 4 (November 1, 2019): 610–17. http://dx.doi.org/10.47222/2526-3544.rbto25588.
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Tendo em vista a importância do caráter interdisciplinar dos serviços de reabilitação de pessoas com deficiência, buscou-se apresentar a avaliação interdisciplinar utilizada em um Centro Especializado em Reabilitação do Recife. A avaliação, baseada na Classificação Internacional de Funcionalidade, Incapacidade e Saúde, faz parte do processo de admissão dos pacientes ao serviço de reabilitação e conta com a participação de Terapeuta Ocupacional, Fisioterapeuta e Fonoaudiólogo, com o objetivo de atender as diferentes demandas dos pacientes com comprometimento neurológico de maneira cooperativa entre as profissões Logo, foi possível perceber sua eficiência na visualização do sujeito integral, permitindo maior precisão no planejamento terapêutico. Abstract: Bearing in mind the importance of the interdisciplinary character of rehabilitation services, this analysis seeks to present an interdisciplinary evaluation used in a specialized rehabilitation center in Recife. The evaluation, based on the International Classification of Functioning, Disability and Health, is part of the patients admission process. Occupational therapists, physiotherapists and speech therapists take part in the process. It aims to meet different demands from neurologically demaged patients in a cooperative manner among the three perspectives. Therefore, it was possible to notice its efficiency in seeing the patient as a whole, bringing greater precision to the therapeutical planning.Key words: Rehabilitation; International Classification of Functioning, Disability and Health; Disability Evaluation.Resumen: Dada la importancia del carácter interdisciplinario de los servicios de rehabilitación de personas con discapacidad, se buscó presentar la evaluación interdisciplinaria de un Centro Especializado en Rehabilitación del Recife. La evaluación, basada en la Clasificación Internacional de Funcionalidad, Incapacidad y Salud, forma parte del proceso de admisión de los pacientes al servicio y cuenta con un Terapeuta Ocupacional, Fisioterapeuta y Fonoaudiólogo, cuyo objetivo es atender las diversas demandas de los pacientes con enfermedad neurológica, de manera cooperativa entre las profesiones. Luego, fue posible percibir su eficiencia en la visualización del sujeto integral, permitiendo mayor precisión en el planeamento terapéutico.Palabras claves: Rehabilitación; Classificación Internacional del Funcionamiento, de la Discapacidad y de la Salud; Evaluación de la Discapacidad.
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Kassens-Noor, Eva, Suk-Kyung Kim, Jun-Hyun Kim, Sinem Mollaoglu, Rabia Faizan, Huiqing Huang, and Travis Decaminada. "INTERDISCIPLINARY AND DISCIPLINARY LEARNING IN HIGHER EDUCATION: A DIAGNOSTIC STUDY WITH FOUR ACCREDITED PROGRAMS IN THE SUSTAINABLE BUILT ENVIRONMENT." Journal of Green Building 17, no. 3 (June 1, 2022): 279–94. http://dx.doi.org/10.3992/jgb.17.3.279.
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ABSTRACT Interdisciplinarity is a critical component of creating a more sustainable built environment and improving student learning outcomes. Yet, learning interdisciplinarity and measuring it in higher education is challenging. This study implemented a diagnostic tool that allowed educators to measure how both disciplinary and interdisciplinary skills, knowledge, and values would grow in courses related to sustainable built environments. One school containing four different disciplines devoted to the built environment, was selected as the study area to collect emprical data. Pre- and post-semester surveys were conducted. Among 286 students, interdisciplinarity grew most among students within the school’s majors, while among students from outside the school majors interdisciplinary learning decreased. Though disciplinary learning outpaces interdisciplinary learning the closer students are to earning their bachelor’s or higher degrees. The result showed that students’ knowledge, values and skills differ depending on the majors, their affiliational context, and the year of classification. The result suggests that the timing of teaching interdisciplinary contents should be earlier. The diagnostic tool which measured pre- and post- course disciplinary and interdisciplinary knowledge, skills, and values related to sustainable built environment would also be applicable in other courses in higher education.
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Silva, Gilberto Ferreira da, and Moana Meinhardt. "INTERDISCIPLINARIDADE NO ENSINO DE GRADUAÇÃO: A IMPLANTAÇÃO DOS BACHARELADOS INTERDISCIPLINARES NAS UNIVERSIDADES PÚBLICAS BRASILEIRAS." Revista Conhecimento Online 2 (July 11, 2018): 03. http://dx.doi.org/10.25112/rco.v2i0.1316.
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A sociedade do século XXI e os desafios que ela apresenta, advindos especialmente da globalização e do desenvolvimento tecnológico, requer a produção de novos conhecimentos e a formação de recursos humanos qualificados, o que impacta diretamente no papel das universidades. Nesse contexto, o ensino superior e, especialmente, os cursos de bacharelado não podem mais restringir-se à formação de profissionais com conhecimentos técnicos e específicos de uma determinada área, mas precisam preparar os alunos para resolverem problemas complexos com criatividade e criticidade, além de desenvolverem habilidades como comunicação e trabalho em equipe. Para tanto, ressalta-se as contribuições da interdisciplinaridade que, embora não constitua uma ideia nova no campo educacional, no âmbito do ensino superior, ainda esbarra nas históricas, rígidas e fragmentadas estruturas universitárias. Considerando o exposto, realizou-se uma revisão sistemática de conteúdo, em teses e dissertações realizadas nos últimos três anos, a fim de identificar as experiências interdisciplinares desenvolvidas no ensino de graduação. Optou-se pela análise aprofundada dos trabalhos referentes à implantação de bacharelados interdisciplinares. A análise dos resultados revelou um duplo movimento, de um lado a insegurança dos estudantes frente ao novo, a preocupação com as possibilidades de inserção no mercado de trabalho e a necessidade de formação dos professores para o desenvolvimento de práticas interdisciplinares. De outro, apontou o reconhecimento por parte dos egressos da formação de caráter generalista, humanista e artística proporcionada pelos bacharelados interdisciplinares, com ênfase na autonomia do estudante nas escolhas curriculares, questões que constituem um dos planos de fundo do projeto pedagógico desses cursos.Palavras-chave: Interdisciplinaridade. Ensino de graduação. Bacharelados interdisciplinares. ABSTRACTThe 21st century society and the challenges it presents, resulting especially from the globalization and the technological development, require a production of new knowledge and a qualified human resources training, which impacts directly in the role played by universities. In this context, the higher education and, especially, the bachelor’s degrees, may no longer restrict themselves to the qualification of professionals with technical knowledge, specific of a determined area, but need to prepare them to solve complex problems with creativity and criticality, in addition to develop abilities such as communication and group work. For this purpose, we highlight the contributions of interdisciplinarity that, although it doesn’t constitute a new idea in the educational field, still faces historical, rigid and fragmented academic structures in the higher education scope. Considering what was now exposed, we realized a systematic review of material, through the analysis of thesis and dissertations made in the last three years, in order to identify the interdisciplinary experiences developed in the undergraduate teaching. A deeper analysis of the works that refer to the implantation of interdisciplinary bachelor’s was opted. The analysis of the results revealed a double movement, from one side the insecurity of the students when faced with the new, the preoccupation with the possibilities of insertion in the job market and the necessity of professors’ training for the development of interdisciplinary practices. From the other side, it indicated recognition from the graduated students of the generalist, humanistic and artistic qualification offered by the interdisciplinary bachelor’s, with emphasis in the autonomy of the students in their choice of courses, aspects that constitute one of the backgrounds of these bachelor’s pedagogical project.Keywords: Interdisciplinarity. Undergraduate teaching. Interdisciplinary bachelor’s.A sociedade do século XXI e os desafios que ela apresenta, advindos especialmente da globalização e do desenvolvimento tecnológico, requer a produção de novos conhecimentos e a formação de recursos humanos qualificados, o que impacta diretamente no papel das universidades. Nesse contexto, o ensino superior e, especialmente, os cursos de bacharelado não podem mais restringir-se à formação de profissionais com conhecimentos técnicos e específicos de uma determinada área, mas precisam preparar os alunos para resolverem problemas complexos com criatividade e criticidade, além de desenvolverem habilidades como comunicação e trabalho em equipe. Para tanto, ressalta-se as contribuições da interdisciplinaridade que, embora não constitua uma ideia nova no campo educacional, no âmbito do ensino superior, ainda esbarra nas históricas, rígidas e fragmentadas estruturas universitárias. Considerando o exposto, realizou-se uma revisão sistemática de conteúdo, em teses e dissertações realizadas nos últimos três anos, a fim de identificar as experiências interdisciplinares desenvolvidas no ensino de graduação. Optou-se pela análise aprofundada dos trabalhos referentes à implantação de bacharelados interdisciplinares. A análise dos resultados revelou um duplo movimento, de um lado a insegurança dos estudantes frente ao novo, a preocupação com as possibilidades de inserção no mercado de trabalho e a necessidade de formação dos professores para o desenvolvimento de práticas interdisciplinares. De outro, apontou o reconhecimento por parte dos egressos da formação de caráter generalista, humanista e artística proporcionada pelos bacharelados interdisciplinares, com ênfase na autonomia do estudante nas escolhas curriculares, questões que constituem um dos planos de fundo do projeto pedagógico desses cursos.Palavras-chave: Interdisciplinaridade. Ensino de graduação. Bacharelados interdisciplinares.ABSTRACTThe 21st century society and the challenges it presents, resulting especially from the globalization and the technological development, require a production of new knowledge and a qualified human resources training, which impacts directly in the role played by universities. In this context, the higher education and, especially, the bachelor’s degrees, may no longer restrict themselves to the qualification of professionals with technical knowledge, specific of a determined area, but need to prepare them to solve complex problems with creativity and criticality, in addition to develop abilities such as communication and group work. For this purpose, we highlight the contributions of interdisciplinarity that, although it doesn’t constitute a new idea in the educational field, still faces historical, rigid and fragmented academic structures in the higher education scope. Considering what was now exposed, we realized a systematic review of material, through the analysis of thesis and dissertations made in the last three years, in order to identify the interdisciplinary experiences developed in the undergraduate teaching. A deeper analysis of the works that refer to the implantation of interdisciplinary bachelor’s was opted. The analysis of the results revealed a double movement, from one side the insecurity of the students when faced with the new, the preoccupation with the possibilities of insertion in the job market and the necessity of professors’ training for the development of interdisciplinary practices. From the other side, it indicated recognition from the graduated students of the generalist, humanistic and artistic qualification offered by the interdisciplinary bachelor’s, with emphasis in the autonomy of the students in their choice of courses, aspects that constitute one of the backgrounds of these bachelor’s pedagogical project.Keywords: Interdisciplinarity. Undergraduate teaching. Interdisciplinary bachelor’s.
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Kévine da Rocha Sousa, Karine, Railane Bento Vieira Sabóia, Elcimar Simão Martins, Larissa Elfisia de Lima Santana, and Marcilia Chagas Barreto. "Aspectos interdisciplinares no estágio supervisionado com ênfase no ensino de matemática: revisão sistemática." Educação Online 18, no. 43 (August 21, 2023): e231808. http://dx.doi.org/10.36556/eol.v18i43.1252.
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Este trabalho teve como objetivo identificar, nas produções publicadas, os aspectos interdisciplinares do estágio supervisionado presentes nas experiências com o ensino de matemática na formação de professores. O caminho metodológico se configurou como uma revisão sistemática de abordagem qualitativa. A busca por produções científicas foi feita através do Portal de Periódicos da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – CAPES, no decênio 2010-2020. Como resultado, percebeu-se que poucos são os trabalhos que evidenciam uma perspectiva interdisciplinar na associação entre essas duas categorias de estudo: o estágio supervisionado e o ensino de matemática. Constatou-se que a interdisciplinaridade na formação de professores ainda consiste em trabalhos de práticas individuais de docentes, além de evidenciar a necessidade de uma prática institucionalizada que esteja presente nos currículos dos cursos de licenciaturas. Abstract This work aimed to identify in the published productions the supervised internship interdisciplinary aspects in the experiences with mathematics teaching in teacher training. The methodological path was a qualitative approach systematic review. The search for scientific productions was made through the Periodical Portal of the Higher Education Personnel Improvement Coordination (Portal de Periódicos da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior) - Capes during the 2010-2020 decade. As a result, we noticed that there are few works that show an interdisciplinary perspective when we associate these two categories of study: the supervised internship and the mathematics teaching. It was found that Interdisciplinarity in teacher training also consists of works of individual teachers' practices, as well as highlighting the need for institutionalized practice present in the curricula of the undergraduate courses.
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Konar, Arup Kanti. "How Interdisciplinary is Interdisciplinary Economics?" Arthshastra Indian Journal of Economics & Research 8, no. 6 (December 31, 2019): 7. http://dx.doi.org/10.17010/aijer/2019/v8i6/150839.
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Dennis, Jeremy. "(Un)Disciplining Interdisciplinarity." Journal of Interdisciplinary Studies in Education 8, no. 1 (April 7, 2019): 117–39. http://dx.doi.org/10.32674/jise.v8i1.600.
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In interdisciplinary education, metaphors often provide the epistemological clarity that is lacking in our definitions and theories of interdisciplinarity. The problem is that ineffective and unsubstantiated metaphors proliferate. We lack a root metaphor or shared world view of interdisciplinarity. Is it time that we move away from thinking in terms of metaphors? Some instrumentalists in interdisciplinary studies argue yes and propose a pragmatic constructionist approach for interdisciplinary education. This theoretical study determines that this proposal is incomplete. It reveals that an intertextual view of interdisciplinarity is not only more appropriate, but it integrates the competing theoretical and pedagogical approaches in the field. This article also identifies “the matrix” as the metaphor best positioned to sustain this integration and to bridge the widening gap between disciplines.
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E. Khilji, Shaista. "Human aspects of interdisciplinary research." South Asian Journal of Global Business Research 3, no. 1 (February 25, 2014): 2–10. http://dx.doi.org/10.1108/sajgbr-12-2013-0090.
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Purpose – Based upon the argument that the primary characteristic of successful interdisciplinary research lies in human behavior and action (Brun et al., 2007 as cited in Buller, 2008), the purpose of this paper is to offer a view on human aspects of interdisciplinary research. Findings – The paper presents interdisciplinary research as an overlapping process of collective human interactions, consisting of group composition, conceptualization, integration and contribution. Conceptualization and integration processes are particularly important for knowledge exchange and creation as individuals learn to translate, articulate, relate and relocate their original disciplinary positions (Buller, 2008). Further, the paper argues that interdisciplinarity can be enhanced through appropriate group mechanisms and practices; and successful interdisciplinary research also translates into individual (and group) learning and capability development, in addition to knowledge creation. Research limitations/implications – Interdisciplinary research is important for IB scholars to stay relevant in today's complex environment (Cheng et al., 2009). Since the South Asian region represents extreme contrast and paradoxes, interdisciplinary research could prove particularly valuable in exploring contradictions there (Khilji, 2012). Originality/value – The value of this perspective is in describing interdisciplinary research as a boundary-spanning experience for researchers in that it facilitates creation of new insights and allows them to transcend their original discipline. However, interdisciplinarity itself is not automatic, but must be collectively managed through appropriate group mechanisms and practices (Buller, 2008; Haythornthwaite, 2006).
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Tripp, Brie, Sophia A. Voronoff, and Erin E. Shortlidge. "Crossing Boundaries: Steps Toward Measuring Undergraduates’ Interdisciplinary Science Understanding." CBE—Life Sciences Education 19, no. 1 (March 2020): ar8. http://dx.doi.org/10.1187/cbe.19-09-0168.
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A desired outcome of education reform efforts is for undergraduates to effectively integrate knowledge across disciplines in order to evaluate and address real-world issues. Yet there are few assessments designed to measure if and how students think interdisciplinarily. Here, a sample of science faculty were surveyed to understand how they currently assess students’ interdisciplinary science understanding. Results indicate that individual writing-intensive activities are the most frequently used assessment type (69%). To understand how writing assignments can accurately assess students’ ability to think interdisciplinarily, we used a preexisting rubric, designed to measure social science students’ interdisciplinary understanding, to assess writing assignments from 71 undergraduate science students. Semistructured interviews were conducted with 25 of those students to explore similarities and differences between assignment scores and verbal understanding of interdisciplinary science. Results suggest that certain constructs of the instrument did not fully capture this competency for our population, but instead, an interdisciplinary framework may be a better model to guide assessment development of interdisciplinary science. These data suggest that a new instrument designed through the lens of this model could more accurately characterize interdisciplinary science understanding for undergraduate students.
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Sosińska-Kalata, Barbara. "Interdisciplinarity of Information Science Research: Introduction." Zagadnienia Informacji Naukowej - Studia Informacyjne 58, no. 1A(115A) (November 20, 2020): 9–23. http://dx.doi.org/10.36702/zin.721.
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Purpose/Thesis: The article aims to present and discuss some introductory reflections on the nature of interdisciplinarity of research conducted in the field of information science and its effect on the reorganization of the institutional setting of the discipline.Approach/Methods: This is a conceptual review article based on theoretical considerations and critical analysis of the concept of interdisciplinarity and the features of interdisciplinary approaches employed in information science research and its effect on the position of information science in university structure.Results and Conclusions: The concept of interdisciplinarity is discussed with reference to two aspects of the development of science: specialization and integration. The article presents selected typologies of interdisciplinarity and discusses the changes in the perception of the concept of discipline. Interdisciplinarity has been discussed as an inherent feature of information science. The types of interdisciplinarity that best correspond to the specificity of the interdisciplinary approach used in information science research has been indicated. Referring to previous studies, the article sketches the most characteristic interdisciplinary connections of information science. In general, the review shows that apart from the permanent relationship with social sciences, in particular with library science and computer science, the relationships between information science and other disciplines are variable and quite loose. Stronger relationships are most often generated through practical activity in related disciplines, in which specialized information services are the most developed and widely used.Originality/Value: The view that information science is by its very nature an interdisciplinary field of research is common among information researchers and information professionals. Much research has been done on the interdisciplinary connections of the discipline, however, by the best author’s knowledge, few of them analyzed the specificity of interdisciplinarity of this field of research. This article attempts to initiate an in-depth discussion on this issue.
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Fujita, Masanori, Takato Okudo, Takao Terano, and Hiromi Nagane. "Analyzing Two Approaches in Interdisciplinary Research: Individual and Collaborative." Journal of Advanced Computational Intelligence and Intelligent Informatics 25, no. 3 (May 20, 2021): 301–9. http://dx.doi.org/10.20965/jaciii.2021.p0301.
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We propose a method for measuring interdisciplinary research by dividing it into two approaches: interdisciplinary research conducted by individual researchers and interdisciplinary research involving the collaboration of multiple researchers. Using this method, a database of “KAKENHI,” which is a grant-in-aid for scientific research provided by the Japan Society for the Promotion of Science (JSPS), is employed to measure interdisciplinary research from the perspective of the two research approaches, and the features of interdisciplinary research in KAKENHI are analyzed. The analysis results indicate the following: (1) the number of collaborative interdisciplinary research projects is larger than the number of individual interdisciplinary research projects, (2) the number of interdisciplinary research projects for each field and for each combination of fields differs among fields, and (3) the relationship between the numbers of interdisciplinary research projects in the two fields is asymmetric with regard to the main- and sub-fields of interdisciplinary research. As the proposed measurement method is capable of quantitatively measuring interdisciplinarity between fields and their research organizations, it will be useful for decision-makers in science and technology policy and strategy.
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Marcelino, Leonardo, and Sueli Teresinha de Abreu Bernardes. "Interdisciplinaridade, arte e cultura popular na educação básica segundo o discurso dos documentos legais vigentes." Horizontes 34, no. 2 (December 21, 2016): 31. http://dx.doi.org/10.24933/horizontes.v34i2.467.
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ResumoO objetivo deste artigo é analisar as menções à interdisciplinaridade, à arte e à cultura popular no discurso da legislação vigente nos aspectos em que se refere à educação básica. O corpus desta pesquisa abrange a Constituição da República Federativa do Brasil, a Lei de Diretrizes e Bases da Educação Nacional, o Plano Nacional de Educação e as Diretrizes Curriculares Nacionais Gerais para a Educação Básica vigentes. A análise documental proposta fundamentou-se em conceitos de Ivani Fazenda sobre interdisciplinaridade, de Ana Mae Barbosa sobre Arte-Educação, de Carlos Brandão sobre cultura popular e Luís Dourado sobre políticas educacionais. Os resultados expressam a preocupação com o acesso aos bens culturais e artísticos e às relações entre teoria e prática como dimensão interdisciplinar a ser alcançada. De modo específico nas Diretrizes menciona-se o ensino da arte em suas diferentes linguagens e propõe-se o ensino interdisciplinar por meio de projetos temáticos.Palavras-chave: Interdisciplinaridade; Arte; Cultura popular; Legislação; Educação básica.Interdisciplinarity, art and popular culture in basic education according to the discourse of the current legal documentsAbstractThis paper aims to analyze mentions of interdisciplinarity, arts and popular culture in the basic education aspects in its current legislation discourse. The corpus of this research is composed of the current Constitution of Federative Republic of Brazil, National Educational Bases and Guidelines Law, National Education Plan and General National Curriculum Directives for Basic Education. The documentary analysis is based on Ivani Fazenda’s interdisciplinary concepts, on Ana Mae Barbosa’s Art-Education, on Carlos Brandão’s popular culture and Luís Dourado’s education policy. In general, the findings highlight the concern about the access to artistic and cultural assets as well as the link between theory and practice as interdisciplinary dimension to be achieved. Specifically, the Guidelines mention the teaching of art in its different languages and focus on the interdisciplinary teaching using thematic projects.Keywords: Interdisciplinarity; Art; Popular Culture; Legislation; Basic Education.
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Cecchin, Bruna, and Rafael Lopes Ferreira. "Metodologias interdisciplinares para uma nova educação ambiental." Revista Meio Ambiente e Sustentabilidade 10, no. 20 (June 4, 2021): 30–45. http://dx.doi.org/10.22292/mas.v10i20.985.
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Resumo
O artigo aborda a relevância das metodologias interdisciplinares para uma educação ambiental efetiva e maneiras práticas de implementá-la no âmbito não formal. Discute-se, também, a importância de alternativas educativas na educação ambiental, para uma aprendizagem mais próxima às questões atuais — que provoque um olhar mais integrador do sujeito em relação ao seu local de vivência. A pesquisa é qualitativa e de caráter bibliográfico, para melhor compreender o tema e as práticas interdisciplinares realizadas no Centro de Referência e Assistência Social (CRAS) de Muliterno/RS. Os métodos interdisciplinares são essenciais para a educação ambiental, com a finalidade de conscientizar, sensibilizar e formar sujeitos críticos. Concluiu-se que as atividades desenvolvidas contribuíram satisfatoriamente para o ensino-aprendizagem de cada sujeito envolvido. Realizou-se um Diagnóstico Situacional Participativo e cada grupo social integrante relatou suas experiências diárias; assim, foi possível estabelecer soluções práticas que aproximaram os indivíduos de seu ambiente.
Palavras-chave: Práticas socioambientais. Ensino interdisciplinar. Educação não formal. Meio ambiente.
Abstract
The article deals with the relevance of interdisciplinary methodologies for effective environmental education and practical ways of inserting it in the non-formal scope. It also discusses the importance of educational alternatives in environmental education, for a learning process closer to current issues and capable of instigating a more integrative view of the subjects concerning their place of experience. The research is qualitative and bibliographic to understand better the topic and interdisciplinary practices carried out at the Reference and Social Assistance Center (CRAS) in Muliterno / RS. The interdisciplinary methods are essential for the environmental education, for the awareness, sensitization, and critical formation of the subjects. It was concluded that the activities developed contributed satisfactorily to the teaching-learning of each subject involved. A Participatory Situational Diagnosis was carried out, and each social group reported their daily experiences; thus, it was possible to establish practical solutions that brought individuals closer to their environment.
Keywords: Socio-environmental practices. Interdisciplinary Teaching. Non-Formal Education. Environment.
Resumen
El artículo trata la relevancia de las metodologías interdisciplinarias para una educación ambiental efectiva y formas prácticas de implantarla en el ámbito no formal. Discute también sobre la importancia de alternativas educativas en la educación ambiental, para un aprendizaje más cercano a las cuestiones actuales — que genere una visión más integral del sujeto respecto a su entorno. La investigación es cualitativa y de carácter bibliográfico, para mejor comprender el tema y las prácticas interdisciplinarias realizadas en el Centro de Referencia y Asistencia Social (CRAS) de Muliterno/RS. Los métodos multidisciplinarios son esenciales para la educación ambiental, con la finalidad de crear consciencia, sensibilizar y formar sujetos críticos. Se concluye que las actividades desarrolladas contribuyeron satisfactoriamente para la enseñanza-aprendizaje de cada sujeto participante. Se realizó un Diagnóstico Situacional Participativo y cada grupo social participante hizo un relato de sus experiencias diarias; de esa manera, fue posible establecer soluciones prácticas que acercaron a los individuos a su ambiente.
Palabras-clave: Prácticas socioambientales. Educación interdisciplinaria. Educación no formal. Medioambiente.
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Carvalho, Vanessa Lôbo de, Jerzuí Mendes Tôrres Tomaz, and Carlos Henrique Falcão Tavares. "Interprofissionalismo e interdisciplinaridade na formação acadêmica: a percepção dos formandos em fisioterapia." Revista de Enfermagem UFPE on line 12, no. 4 (April 4, 2018): 908. http://dx.doi.org/10.5205/1981-8963-v12i4a230195p908-915-2018.
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RESUMOObjetivo: analisar a percepção do formando em fisioterapia no que se refere às práticas interprofissional e interdisciplinar, na formação acadêmica. Método: estudo qualitativo, descritivo. Utilizou-se como instrumento para produção de dados a entrevista aberta gravada em áudio. Para análise dos resultados foi escolhida a técnica de Análise de conteúdo. Resultados: foram entrevistados 24 participantes da pesquisa de um universo de 50, utilizando-se o critério de saturação para o fechamento amostral. Os dados analisados apontam para uma formação, com poucas ou por vezes, despercebidas interações entre profissionais do serviço e docentes, com o discente se percebendo excluído dessas relações. Foi observada dificuldade sobre a percepção do modelo de participação em atividades interdisciplinares pelos formandos. Conclusão: o estudo revela a formação em Fisioterapia com limitadas práticas interdisciplinares e interprofissionais, demonstrando um conhecimento escasso dos discentes quanto à forma, intensidade e repercussões das interações entre disciplinas e profissionais da área da saúde. Descritores: Comunicação Interdisciplinar; Desenvolvimento de Pessoal; Educação Superior; Percepção; Fisioterapia; Ocupações em Saúde.ABSTRACT Objetive: to analyze the perception of the graduate in physiotherapy in relation to interprofessional and interdisciplinary practices in academic formation. Method: qualitative, descriptive study. The study used an audiorecorded open interview as the instrument for data production. Content analysis technique was used for analyzing the results. Results: we interviewed 24 participants in the research from a universe of 50, using the saturation criterion for sample closing. The analyzed data point to a training, with little or, sometimes, unnoticed interactions between service professionals and faculty, and the student feels excluded from those relations. There was difficulty perceiving the model of participation in interdisciplinary activities by the graduates. Conclusion: the study reveals the graduation in Physiotherapy with limited interdisciplinary and interprofessional practices, demonstrating a scarce knowledge of the students regarding form, intensity and effects of interactions between disciplines and professionals in the health area. Descritores: Interdisciplinary Communication; Staff Development; Higher Education; Perception; Physiotherapy; Health Occupations.RESUMEN Objetivo: Analizar la percepción del formando en fisioterapia en relación a prácticas interprofesionales y interdisciplinarias en la formación académica. Método: estudio cualitativo, descriptivo. Se utilizó la entrevista abierta, grabada en audio como instrumento para la producción de datos. Para el análisis de los resultados se eligió la técnica de análisis de contenido. Resultados: fueron entrevistados 24 participantes en la investigación de un universo de 50, utilizando el criterio de saturación de la clausura de la muestra. Los datos analizados apuntan a una formación, con poco o, a veces, desapercibidas interacciones entre los profesionales de los servicios y la facultad, y el estudiante si siente suprimido de esas relaciones. Se observó la dificultad en la percepción del modelo de participación en actividades interdisciplinarias por parte de los formandos. Conclusión: El estudio revela la formación en fisioterapia con limitaciones prácticas interdisciplinarias y interprofesionales, lo que demuestra un escaso conocimiento de los alumnos en cuanto a la forma, la intensidad y los efectos de las interacciones entre las distintas disciplinas y profesionales en el ámbito de la salud. Descritores: Comunicación Interdisciplinaria; Desarrollo de Personal; Educación Superior; Percepción; Fisioterapia; Empleos en Salud.
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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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Armenteros Vilches, Sandra, José António Mbumba Sassimba, and Anayen González Reyes. "PROPOSTA PARA O ESTABELECIMENTO DE RELAÇÕES INTERDISCIPLINARES ENTRE A MATEMÁTICA E A INTRODUÇÃO À ECONOMIA NO CURSO DE CIÊNCIAS ECONÔMICO - JURÍDICAS DAS ESCOLAS DE 2º CICLO DE ENSINO SECUNDÁRIO EM ANGOLA." UNESUM-Ciencias. Revista Científica Multidisciplinaria. ISSN 2602-8166 1, no. 1 (April 24, 2017): 57–74. http://dx.doi.org/10.47230/unesum-ciencias.v1.n1.2017.20.
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PROPOSAL FOR THE ESTABLISHMENT OF INTERDISCIPLINARY RELATIONS BETWEEN MATHEMATICS AND THE INTRODUCTION TO ECONOMICS IN THE ECONOMIC - LEGAL SCIENCES COURSE OF SECONDARY SCHOOLS IN ANGOLARESUMODurante o processo de estagio pedagógico desenvolvido na escola de 2º ciclo de ensino secundário “11 de novembro”, de Luena, Moxico, no ano acadêmico 2016, identificou-se que o processo de ensino aprendizagem da escola não tem em conta a interdisciplinariedade como princípio didático. Pelo que o presente artigo apresenta uma proposta que permite estabelecer relações interdisciplinares na disciplina de Matemática 11ª classe, com a disciplina Introdução à Economia do curso de Ciências Económico – Jurídicas, das escolas de 2º ciclo de ensino secundario, de Angola, a traves da resolução de problemas que envolvem situações econômicas que tem que ver com creditos e juros por medio do sistema de conhecimentos sobre sucessões numéricas.PALAVRAS-CHAVES: Relações interdisciplinares, Matemática, Introdução à Economia.ABSTRACTDuring the process of pedagogical internship developed at the secondary school "11 de novembro", from Luena, Moxico, in the academic year 2016, it was identified that the process of teaching learning of the school does not take into account interdisciplinarity as a principle didactic. Therefore the present article presents a proposal that allows to establish interdisciplinary relations in the discipline of Mathematics 11th class, with the discipline Introduction to Economics of the course of Economic - Legal Sciences, of the secondary schools of Angola, through the resolution of problems that involve economic situations that have to do with credits and interest through the system of knowledge on numerical successions.KEYWORDS: interdisciplinary relations, Mathematics, Introduction to Economic.
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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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Dufour, Florian, and Zarina Mariam Charlesworth. "Interdisciplinary project teams: dynamics of interdisciplinarity, collaboration and,performance." Academy of Management Proceedings 2019, no. 1 (August 1, 2019): 12829. http://dx.doi.org/10.5465/ambpp.2019.12829abstract.
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Bărboianu, Cătălin. "Structural-Epistemic Interdisciplinarity and the Nature of Interdisciplinary Challenges." Logos & Episteme 13, no. 1 (2022): 7–35. http://dx.doi.org/10.5840/logos-episteme20221311.
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Research on interdisciplinarity has been concentrated on the methodological and educational aspects of this complex phenomenon and less on its theoretical nature. Within a theoretical framework specific to the philosophy of science, I propose a structural scheme of how interdisciplinary processes go, focusing on the concepts of availability of the methods, concept linking, and theoretical modeling. In this model, the challenges interdisciplinarity is claimed to pose to its practitioners are of the same nature as the challenges scientists encounter within the evolution of their own disciplines.
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Carlesso, Janaína Pereira Pretto, and Luiz Caldeira Brant de Tolentino Neto. "A interdisciplinaridade como eixo da organização do planejamento escolar e da prática docente." Revista Brasileira de Educação em Ciências e Educação Matemática 1, no. 1 (December 21, 2017): 123. http://dx.doi.org/10.33238/rebecem.2017.v.1.n.1.18562.
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Resumo: O presente estudo objetiva, por meio de um estudo de caso, analisar de que forma o professor da educação básica faz uso da interdisciplinaridade na organização do planejamento escolar e em sua prática em sala de aula. A professora participante é oriunda de uma escola da rede básica de ensino. Para a coleta de dados foi realizada uma entrevista gravada e posteriormente transcrita. A professora entende e relaciona as disciplinas em contexto interdisciplinar no seu fazer docente, ressalta a importância da relação de troca entre os acadêmicos apontando a necessidade da integração da escola com a universidade. Uma rede de apoio e suporte técnico entre as escolas da rede pública e as universidades - principalmente dos programas de pós-graduação por meio de grupos de pesquisa e estudos com caráter interdisciplinar - é uma possibilidade de qualificação profissional do professor.Palavras-chave: Interdisciplinaridade; Formação docente; Ensino. The interdisciplinarity as an axis of the organization of school planning and teaching practiceAbstract: The present study aims to verify if the teacher of basic education makes use of the interdisciplinarity in the organization of the school planning and in its practice in the classroom through a case study. The participating teacher comes from a school in the basic education system. For data collection, an interview was performed that averaged 30 minutes duration. The interview was recorded and later transcribed. The teacher in her speech understands and relates the disciplines in an interdisciplinary context in her teaching. It emphasizes the importance of the exchange relationship between the academics pointing out the necessity of the integration of the school with the university. A network of support and technical support between the schools of the public basic education and the universities, mainly of the graduate programs through research groups and studies with an interdisciplinary character is a possible possibility of professional qualification of the teacher.Keywords: Interdisciplinarity. Teacher training. Education.
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RAICU, ȘERBAN, and DORINELA COSTESCU. "Mobility - polysemy with interdisciplinary valences." Journal of Engineering Sciences and Innovation 6, no. 4 (November 17, 2021): 459–72. http://dx.doi.org/10.56958/jesi.2021.6.4.8.
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"The paper aims to demonstrate the inseparable interconnections between “social mobility”, “intellectual mobility” and “spatial mobility” (residential and traffic/trips). The broad themes of mobility reveal the unity that emerges from the ontological, sociological, and epistemic connections among various disciplines belonging to the human, natural and applied sciences. This unity of the disciplines involved in the study of mobility leads to interdisciplinarity. Three types of interdisciplinarity are identified and exemplified. The functions of interdisciplinarity result from the multiple structures involved in mobility research. To meet these functions, the contributions of the disciplines from several fields are decisive. But, disciplinary analysis, as a straightforward technique, monotonous and strictly specialized research tends to isolate experts in groups. Therefore, a further interdisciplinary approach is required to reach the finality of theoretical and applied research. Consequently, the path that research has been taken and will repeatedly continue starts from disciplinary research towards interdisciplinary research, and returns to disciplines, for improvement. "
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Pleiger, Henriette. "The 'Inter-Disciplined' Exhibition - A Case Study." Museum and Society 18, no. 4 (October 30, 2020): 349–67. http://dx.doi.org/10.29311/mas.v18i4.3132.
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This article contributes to the analysis and transparency of the practical processes of interdisciplinary exhibition-making. It identifies the academic discourse on interdisciplinarity as having the potential to provide a meaningful input to the formation of theory on temporary exhibition-making. The subject of enquiry is a recent case study from Germany. It investigates the relationships and decision-making processes that underpinned the production of the interdisciplinary exhibition Weather Report – About Weather Culture and Climate Science (Bundeskunsthalle, Bonn, 2017/18), which combined curatorial perspectives from the fields of art, cultural history and science. It traces the curatorial process, from forming an interdisciplinary team and negotiating conceptual ideas and methods, to object choices, interpretation and exhibition design. I argue that the complexity of interdisciplinary exhibition-making calls for a more precise and practice-oriented application of what is an often generalized notion of interdisciplinarity. By discerning between multi-, inter- and transdisciplinarity, and understanding the three terms as offering different qualities of interaction and integration, I suggest using these terms as a finer vocabulary for a detailed description and analysis of the practical processes of collaborative exhibition-making. Taking interdisciplinarity seriously also inevitably leads to the question of institutional consequences.
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Folch Dávila, Carmina, Txema Córdoba Jiménez, and Dolors Ribalta Alcalde. "La performance: Una propuesta interdisciplinar de las áreas de educación física, educación musical y educación visual y plástica en la formación inicial de los futuros maestros (The performance: an interdisciplinary proposal from the departments of physi." Retos, no. 37 (September 16, 2019): 613–19. http://dx.doi.org/10.47197/retos.v37i37.74187.
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En este artículo presentamos una propuesta pedagógica interdisciplinar que se inscribe en el módulo Educación a través de la plástica, la música y la educación física: proyecto interdisciplinar de los grados de Educación Infantil y Primaria de la Universidad Ramon Llull. La actividad nuclear de este módulo es una performance: una acción artística como resultado de un proceso creativo interdisciplinar, tutorizado por tres docentes de las áreas de educación física, educación musical y educación visual y plástica. Los objetivos del artículo consisten en describir este proceso creativo, incidiendo en las fases del aprendizaje interdisciplinar, la codocencia, el aprendizaje cooperativo y la evaluación formativa, y reflexionar sobre los resultados obtenidos y las condiciones para su implementación. Entre las conclusiones, destacamos la contribución del proyecto interdisciplinar a la formación personal y profesional de los futuros maestros y maestras, el reto que supone para los estudiantes la integración interdisciplinar en un proceso creativo y la importancia de la codocencia en un equipo multidisciplinar para favorecer la síntesis entre contenidos y lenguajes expresivos. Finalmente, se demuestra que el proyecto reúne todas las condiciones del aprendizaje cooperativo que se ven fortalecidas por la inclusión de un sistema de evaluación formativa basada en rúbricas consensuadas con el alumnado y tutorías.Abstract. In this article we present an interdisciplinary pedagogical proposal that is part of the module Education through visual arts, music and physical education: interdisciplinary project of the Early Childhood and Primary Education degrees of Ramon Llull University. The nuclear activity of this module is a performance: an artistic action, a result of an interdisciplinary creative process, supervised by three teachers from the departments of physical education, music education, and visual arts education. The objectives of the article are to describe this creative process, focusing on the phases of interdisciplinary learning, co-teaching, cooperative learning, and formative evaluation; and to reflect on the results obtained and the conditions for its implementation. Among the conclusions, we highlight the contribution of the interdisciplinary project to the personal and professional training of future teachers, the interdisciplinary integration in a creative process as a challenge for students, and the importance of co-teaching in a multidisciplinary team to promote synthesis between contents and expressive languages. Finally, it is shown that the project meets all the conditions of cooperative learning, strengthened by the inclusion of a formative evaluation system based on agreed-upon rubrics with the students and tutorials.
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Pocar, Valerio. "Presentazione. Riflettendo sul ruolo della sociologia del diritto." SOCIOLOGIA DEL DIRITTO, no. 3 (February 2012): 65–73. http://dx.doi.org/10.3280/sd2011-003003.
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Presentando i saggi del dossier "Il lavoro e le regole: quale futuro oltre la crisi", l'autore si sofferma a riflettere sulla natura interdisciplinare della sociologia del diritto e sul suo ruolo in relazione alla scienza giuridica. Valerio Pocar, Presentation. Some remarks about the role of sociology of law [Interdisciplinarity - The role of sociology of law - Sociology of law v. legal science] Presenting the essays in the collection about "Work and rules: what future awaits us after the crisis?", the author dwells on the interdisciplinary nature of sociology of law and its role in relation to legal science.
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Gouvea, Julia Svoboda, Vashti Sawtelle, Benjamin D. Geller, and Chandra Turpen. "A Framework for Analyzing Interdisciplinary Tasks: Implications for Student Learning and Curricular Design." CBE—Life Sciences Education 12, no. 2 (June 2013): 187–205. http://dx.doi.org/10.1187/cbe.12-08-0135.
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The national conversation around undergraduate science instruction is calling for increased interdisciplinarity. As these calls increase, there is a need to consider the learning objectives of interdisciplinary science courses and how to design curricula to support those objectives. We present a framework that can help support interdisciplinary design research. We developed this framework in an introductory physics for life sciences majors (IPLS) course for which we designed a series of interdisciplinary tasks that bridge physics and biology. We illustrate how this framework can be used to describe the variation in the nature and degree of interdisciplinary interaction in tasks, to aid in redesigning tasks to better align with interdisciplinary learning objectives, and finally, to articulate design conjectures that posit how different characteristics of these tasks might support or impede interdisciplinary learning objectives. This framework will be useful for both curriculum designers and education researchers seeking to understand, in more concrete terms, what interdisciplinary learning means and how integrated science curricula can be designed to support interdisciplinary learning objectives.
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Dodigovic, Marina. "Interdisciplinary." CALICO Journal 10, no. 4 (January 14, 2013): 5–16. http://dx.doi.org/10.1558/cj.v10i4.5-16.
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The properties of German as a special language of mechanical engineering are examined on the basis of a newly compiled corpus including samples from all important disciplines and discourse styles. The syntactic, semantic, and pragmatic aspects of passive voice are the chief research goal, necessary in order to evaluate the existing and to develop new courseware. Other linguistic and metalinguistic features of the sublanguage will be investigated and transferred into teaching theory and practice.
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Swindall, W. J. "Interdisciplinary." Clean Products and Processes 3, no. 2 (June 30, 2001): 61. http://dx.doi.org/10.1007/s100980100114.
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Bridle, Helen. "Following Up on Interdisciplinary Encounters: Benefits for Early Career Researchers." European Review 26, S2 (October 2018): S6—S20. http://dx.doi.org/10.1017/s1062798718000236.
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Interdisciplinarity is often quoted as a means to solve the complex social challenges faced by humanity, and the future of research is thus seen as increasingly interdisciplinary. However, there are risks and challenges to embarking on interdisciplinary research, particularly for early-career researchers. Encounters – bringing together early-career researchers to cultivate their interdisciplinary skills or to develop new projects – have been proposed and trialled as a means to boost interdisciplinarity amongst early-career researchers and equip them with the necessary skills for successful project delivery. However, little follow-up evaluation has been undertaken, especially considering career impacts several years after encounter participation. This article focuses on two encounter types and evaluates the level of interdisciplinary interactions obtained and the benefits experienced by participants. In conclusion, encounters are found to be highly successful, resulting in many projects and skills/career development. As such, further funding should be allocated to this type of event.
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Anderson, Jay A. "Does interdisciplinary research require interdisciplinary education?" Forestry Chronicle 81, no. 6 (November 1, 2005): 785–86. http://dx.doi.org/10.5558/tfc81785-6.
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This paper presents an alternative view to some of the ideas put forth in The Forestry Chronicle (Vol. 81, No. 3) by arguing for a disciplinary approach to graduate-level education. There appears to be a diverging dichotomy between the educational requirements of forest managers and forest researchers. Forest managers today are barraged by an increasingly broad set of problems, and therefore likely benefit from an interdisciplinary education at the undergraduate level. In stark contrast to this generality, modern forest researchers solve problems so intricate and complicated that often only those specialists on the frontier of an academic discipline can contributewhich is why graduate-level curricula should, for the most part, remain disciplinary. Key words: forest management, forest research, undergraduate-level curricula, graduate-level curricula, disciplinarity