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A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

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Learning each other's ropes: negotiating interdisciplinary authenticity.

Edward F Redish¹, Todd J Cooke

¹Department of Physics, University of Maryland, College Park, MD 20742-4111, USA. sh@umd.edu

CBE Life Sciences Education

|June 6, 2013

Summary

This summary is machine-generated.

This study explores interdisciplinary curriculum reform, detailing how physicists and biologists can collaborate to create more integrated science education. The findings highlight differences in disciplinary perspectives to improve teaching and learning.

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Published on: October 28, 2020

Area of Science:

Interdisciplinary science education
Physics and biology curriculum reform

Background:

Undergraduate biology curricula reform calls for better integration with mathematics, chemistry, and physics.
Physics has historically lagged in developing biologically oriented curricula compared to math and chemistry.

Purpose of the Study:

To examine a case study of collaboration between a physicist and a biologist to adapt their respective courses.
To foster a deeper mutual understanding of physics and biology and improve course content and presentation.

Main Methods:

A multiyear dialogue between a physicist and a biologist.
Development of discipline-specific examples, including a fluid flow problem for biology and a scaling/dimensional analysis problem for physics.

Main Results:

The collaboration led to significant shifts in pedagogical approaches for both disciplines.
Identified distinct disciplinary framing and value systems in approaching educational tasks.
Highlighted differences in how biology and physics perceive the world.

Conclusions:

Interdisciplinary collaboration enhances understanding and pedagogical innovation in science education.
Addressing disciplinary differences is crucial for effective curriculum integration.
Generalizations about contrasting biological and physical science perspectives can mitigate stereotypical responses in education.