![]() ![]() ![]() Definitions, objectives, and evidence of effectiveness. Multidisciplinarity, interdisciplinarity, and transdisciplinarity in health research, services, education, and policy: 1. Oxford, UK: Oxford University Press.Ĭhoi, B. Journal of Research Practice, 11(1), Article R1. Transdisciplinarity: A review of its origins, development, and current issues. New York: Teachers College Press.īernstein, J. Aikenhead (Eds.), STS education: International perspectives on reform (Chapter 5). It involves a paradigm shift seeking a balance between knowledge and transdisciplinary skills, but arguing for an emphasis on skills, encompassing social relatedness, research skills and the enhancement of thinking, communication and self-management skills. The transdisciplinary focus is linked to a vision of STEAM education, where STEAM education is not a theory, but more a philosophy and approach, which builds on theories previously mentioned in the book. ![]() 16– 26), but seeks to move away from a conceptual, content frame dominated by a knowledge approach to endorse transdisciplinary skills as the major focus approached from multiple perspectives, but dominated by application of ideas within an inquiry frame. The chapter enhances constructivism as an education theory as elaborated in earlier chapters (see Chaps. In interrelating these perceived multiple disciplines, the chapter also sets out to promote a transdisciplinary inquiry approach to science education, favouring a skills rather than content learning frame, and which challenges interdisciplinary or multidisciplinary approaches, within which single disciplines are discretely recognised. The purpose of this chapter is to recognise the need for a ‘education-related’ view of science education, especially identified with society links and establishing the need to encompass technology, engineering, mathematics and also other societal important areas such as ‘art’ (in its multiple conceptions). ![]()
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