Developing a Text-Integration Task for Investigating and Teaching Interdisciplinarity in Science Teams

Knight, S; Thompson, K

Developing a Text-Integration Task for Investigating and Teaching Interdisciplinarity in Science Teams

Knight, S

Thompson, K

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Publication Type:: Journal Article
Citation:: Research in Science Education, 2020
Issue Date:: 2020-01-01

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Field	Value	Language
dc.contributor.author	Knight, S https://orcid.org/0000-0002-8709-5780
dc.contributor.author	Thompson, K
dc.date.accessioned	2020-11-29T19:17:25Z
dc.date.available	2020-11-29T19:17:25Z
dc.date.issued	2020-01-01
dc.identifier.citation	Research in Science Education, 2020
dc.identifier.issn	0157-244X
dc.identifier.issn	1573-1898
dc.identifier.uri	http://hdl.handle.net/10453/144452
dc.description.abstract	© 2020, Springer Nature B.V. Integrating information from across multiple sources is an important science literacy skill that involves the following: identifying intra- and intertextual ties, modeling relationships between sources and claims and making an evaluation of the claims made. Tasks that involve reading, interpreting and synthesizing multiple sources have been well explored particularly in the epistemic cognition literature. Interdisciplinarity is a growing area of interest in science education, in terms of the ways we induct students into interdisciplinary ways of thinking and working, including the synthesis of knowledge from across scientific disciplines. While interdisciplinary contexts frequently involve connecting multiple sources from different disciplines, how students complete these text-integration tasks has not been well investigated. This paper develops a model of interdisciplinary text integration for science literacy, drawing on dimensions of epistemic cognition. We exemplify the application of this approach in a specific case of environmental science graduate students, drawing on student syntheses to illustrate how our approach can be used to differentiate between students’ written syntheses.
dc.language	en
dc.relation.ispartof	Research in Science Education
dc.relation.isbasedon	10.1007/s11165-020-09937-7
dc.rights	info:eu-repo/semantics/openAccess
dc.rights	This is a post-peer-review, pre-copyedit version of an article published in [Research in Science Education]. The final authenticated version is available online at: https://link.springer.com/article/10.1007/s11165-020-09937-7]”
dc.rights	This is a post-peer-review, pre-copyedit version of an article published in [Research in Science Education]. The final authenticated version is available online at: https://link.springer.com/article/10.1007%2Fs11165-020-09937-7]”
dc.subject	1302 Curriculum and Pedagogy, 1303 Specialist Studies in Education
dc.subject.classification	Education
dc.title	Developing a Text-Integration Task for Investigating and Teaching Interdisciplinarity in Science Teams
dc.type	Journal Article
utslib.for	1302 Curriculum and Pedagogy
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	/University of Technology Sydney/Faculty of Transdisciplinary Innovation
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	open_access	*
dc.date.updated	2020-11-29T19:17:24Z
pubs.publication-status	Published

Abstract:

© 2020, Springer Nature B.V. Integrating information from across multiple sources is an important science literacy skill that involves the following: identifying intra- and intertextual ties, modeling relationships between sources and claims and making an evaluation of the claims made. Tasks that involve reading, interpreting and synthesizing multiple sources have been well explored particularly in the epistemic cognition literature. Interdisciplinarity is a growing area of interest in science education, in terms of the ways we induct students into interdisciplinary ways of thinking and working, including the synthesis of knowledge from across scientific disciplines. While interdisciplinary contexts frequently involve connecting multiple sources from different disciplines, how students complete these text-integration tasks has not been well investigated. This paper develops a model of interdisciplinary text integration for science literacy, drawing on dimensions of epistemic cognition. We exemplify the application of this approach in a specific case of environmental science graduate students, drawing on student syntheses to illustrate how our approach can be used to differentiate between students’ written syntheses.

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http://hdl.handle.net/10453/144452