2020/12/14 by Emily Borda, Borda, Emily, Todd Haskell +3
Decision Sciences · Physics and Astronomy · Psychology · Social Sciences · #Education and Critical Thinking Development #FOS: Physical sciences #Innovative Teaching and Learning Methods #Interdisciplinary Research and Collaboration #Physics Education (physics.ed-ph) #Problem and Project Based Learning #physics.ed-ph
paper · pdf · doi:10.48550/arxiv.2012.07906
arxiv created 2020/12/14 · openalex publication_date 2020/12/14 · arxiv updated 2020/12/16 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28
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.