Interdisciplinary conversations in STEM education: can faculty understand each other better than their students do?
| Autor: | Thomas J. Bussey, Sherry Seethaler, Adam J. Burgasser, Laura Stevens, John Eggers, Stanley M. Lo, Jeffrey M. Rabin, Haim Weizman |
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| Rok vydání: | 2021 |
| Předmět: |
Vocabulary
media_common.quotation_subject Interdisciplinarity Interpersonal communication Notation 01 natural sciences Science education lcsh:Education (General) lcsh:LB5-3640 Education Terminology Cultural diversity 0103 physical sciences Mathematics education 010306 general physics Mathematics media_common lcsh:LC8-6691 lcsh:Special aspects of education Communication 05 social sciences STEM education Educational technology 050301 education Sign (semiotics) Rate of change lcsh:Theory and practice of education Scientific collaboration lcsh:L lcsh:L7-991 0503 education lcsh:Education |
| Zdroj: | International Journal of STEM Education, Vol 8, Iss 1, Pp 1-10 (2021) |
| ISSN: | 2196-7822 |
| DOI: | 10.1186/s40594-020-00266-9 |
| Popis: | Rate of change concepts from calculus are presented and applied rather differently in college mathematics, physics, biology, and chemistry classes. This is not simply a matter of pedagogical style but reflects real cultural differences between these disciplines. We describe the efforts of our interdisciplinary collaboration to understand and reconcile these differences as we designed and discussed instructional videos for students. We summarize our conversations about terminology, notation, functions, rates, units, and sign conventions across the disciplines. We present some strategies that enabled us to communicate effectively, resolve confusions, and reach shared understandings. Our work has implications for others involved in collaborative interdisciplinary projects and for STEM educators.In theory, there’s no difference between theory and practice. But in practice, there is.– Benjamin Brewster. Also attributed to Yogi Berra. |
| Databáze: | OpenAIRE |
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