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.
CBE-Life Sciences Education: Volume 12, Issue 2, Pages 187-205
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<a href="https://www.compadre.org/portal/items/detail.cfm?ID=16469">Gouvea, J, V. Sawtelle, B. Geller, and C. Turpen. "A Framework for Analyzing Interdisciplinary Tasks: Implications for Student Learning and Curricular Design." CBE Life. Sci. Educ. 12, no. 2, (October 13, 2017): 187-205.</a>
AIP Format
J. Gouvea, V. Sawtelle, B. Geller, and C. Turpen, , CBE Life. Sci. Educ. 12 (2), 187 (2017), WWW Document, (https://doi.org/10.1187/cbe.12-08-0135).
AJP/PRST-PER
J. Gouvea, V. Sawtelle, B. Geller, and C. Turpen, A Framework for Analyzing Interdisciplinary Tasks: Implications for Student Learning and Curricular Design, CBE Life. Sci. Educ. 12 (2), 187 (2017), <https://doi.org/10.1187/cbe.12-08-0135>.
APA Format
Gouvea, J., Sawtelle, V., Geller, B., & Turpen, C. (2017, October 13). A Framework for Analyzing Interdisciplinary Tasks: Implications for Student Learning and Curricular Design. CBE Life. Sci. Educ., 12(2), 187-205. Retrieved December 7, 2024, from https://doi.org/10.1187/cbe.12-08-0135
Chicago Format
Gouvea, J, V. Sawtelle, B. Geller, and C. Turpen. "A Framework for Analyzing Interdisciplinary Tasks: Implications for Student Learning and Curricular Design." CBE Life. Sci. Educ. 12, no. 2, (October 13, 2017): 187-205, https://doi.org/10.1187/cbe.12-08-0135 (accessed 7 December 2024).
MLA Format
Gouvea, Julia Svoboda, Vashti Sawtelle, Benjamin Geller, and Chandra Turpen. "A Framework for Analyzing Interdisciplinary Tasks: Implications for Student Learning and Curricular Design." CBE Life. Sci. Educ. 12.2 (2017): 187-205. 7 Dec. 2024 <https://doi.org/10.1187/cbe.12-08-0135>.
BibTeX Export Format
@article{
Author = "Julia Svoboda Gouvea and Vashti Sawtelle and Benjamin Geller and Chandra Turpen",
Title = {A Framework for Analyzing Interdisciplinary Tasks: Implications for Student Learning and Curricular Design},
Journal = {CBE Life. Sci. Educ.},
Volume = {12},
Number = {2},
Pages = {187-205},
Month = {October},
Year = {2017}
}
Refer Export Format
%A Julia Svoboda Gouvea %A Vashti Sawtelle %A Benjamin Geller %A Chandra Turpen %T A Framework for Analyzing Interdisciplinary Tasks: Implications for Student Learning and Curricular Design %J CBE Life. Sci. Educ. %V 12 %N 2 %D October 13, 2017 %P 187-205 %U https://doi.org/10.1187/cbe.12-08-0135 %O text/html
EndNote Export Format
%0 Journal Article %A Gouvea, Julia Svoboda %A Sawtelle, Vashti %A Geller, Benjamin %A Turpen, Chandra %D October 13, 2017 %T A Framework for Analyzing Interdisciplinary Tasks: Implications for Student Learning and Curricular Design %J CBE Life. Sci. Educ. %V 12 %N 2 %P 187-205 %8 October 13, 2017 %U https://doi.org/10.1187/cbe.12-08-0135 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
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The AIP Style presented is based on information from the AIP Style Manual. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. A Framework for Analyzing Interdisciplinary Tasks: Implications for Student Learning and Curricular Design:
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