Cross-disciplinary learning: A framework for assessing application of concepts across STEM disciplines
Abstract
We propose and define the construct, cross-disciplinary learning, which can guide learning and assessment in programs that feature sequential learning across multiple STEM disciplines. Cross-disciplinary learning combines insights from interdisciplinary learning, transfer, and resources frameworks and highlights the processes of resource activation, transformation, and integration to support sensemaking in a novel disciplinary context by drawing on knowledge from other, prerequisite disciplines. We describe two measurement approaches based on this construct: A paired multiple choice instrument set to measure the extent of cross-disciplinary learning, and a think-aloud interview approach to provide insights into which resources are activated, and how they are used, in making sense of an unfamiliar phenomenon. We offer implications for program and course assessment.
Keywords
Cite
@article{arxiv.2012.07906,
title = {Cross-disciplinary learning: A framework for assessing application of concepts across STEM disciplines},
author = {Emily Borda and Todd Haskell and Andrew Boudreaux},
journal= {arXiv preprint arXiv:2012.07906},
year = {2020}
}