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Does Interdisciplinarity Promote Learning? Theoretical Support and Researchable Questions

Does Interdisciplinarity Promote Learning? Theoretical Support and Researchable Questions,10.1353/rhe.2004.0028,The Review of Higher Education,Lisa R.

Does Interdisciplinarity Promote Learning? Theoretical Support and Researchable Questions   (Citations: 32)
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Journal: The Review of Higher Education , vol. 28, no. 1, pp. 23-48, 2004
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    • ...The potential benefits to students arising from exposure to an interdisciplinary perspective have been reviewed extensively (Davis 1995; Ivanitskaya et al 2002; Lattuca, Voigt, & Fath 2004; Newell 1994) and include improved classroom interest, maturation in personal epistemologies, greater appreciation for the worth of knowledge beyond one's home discipline, and an enhanced ability to navigate and synthesize knowledge in our current information-saturated culture...

    Leigh-Anne H. Krometiset al. The “Death” of Disciplines: Development of a Team-Taught Course to Pro...

    • ...In terms of adding value or contributing directly to post-secondary student learning, however, the impact of interdisciplinary teaching is still quite unclear (Lattuca 2001; Lattuca, Voight, and Fath 2004)...

    Leslie D. Gonzaleset al. Interdisciplinary scholars: negotiating legitimacy at the core and fro...

    • ...To start with the proposed frameworks, these publications considered the following teaching and learning topics: an adaptation of Biggs and Collis’ Structure of Observed Learning Outcome (SOLO) taxonomy to illustrate interdisciplinary learning (Ivanitskaya et al. 2002), a proposed research agenda based on teaching and learning theories to encourage research in the field of interdisciplinary higher education (Lattuca et al. 2004), a ...
    • ...The theoretical studies (three out 13) put forward several theories such as Perry and Vygotsky (e.g., Lattuca et al. 2004) to describe the phenomenon under examination, but lacked empirical evidence...
    • ...These conditions point at, for instance, students' experienced way(s) of thinking, styles of teaching, and beliefs about the nature of knowledge and learning (Lattuca et al. 2004)...
    • ...In particular, provoking students in contrasting and conflicting disciplinary perspectives combined with developing a critical stance seems to be essential to stimulate students to depart from their notion of absolute knowledge (Ivanitskaya et al. 2002; Lattuca et al. 2004)...
    • ...The first finding is that despite repeated acknowledgement of the lack of scientific research in the field of teaching and learning in interdisciplinary higher education (e.g., Lattuca et al. 2004), to date, such research has been limited and explorative...

    Elisabeth J. H. Speltet al. Teaching and Learning in Interdisciplinary Higher Education: A Systema...

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