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Role of environmental interaction in interdisciplinary thinking: from knowledge resources perspectives

Title
Role of environmental interaction in interdisciplinary thinking: from knowledge resources perspectives
Authors
Tan, EstherSo, Hyo-Jeong
Ewha Authors
소효정
SCOPUS Author ID
소효정scopus
Issue Date
2019
Journal Title
JOURNAL OF ENVIRONMENTAL EDUCATION
ISSN
0095-8964JCR Link

1940-1892JCR Link
Citation
JOURNAL OF ENVIRONMENTAL EDUCATION vol. 50, no. 2, pp. 113 - 130
Keywords
Environmental interactioninterdisciplinary thinkingknowledge co-constructionknowledge resourcesoutdoor learning
Publisher
ROUTLEDGE JOURNALS, TAYLOR &

FRANCIS LTD
Indexed
SSCI; SCOPUS WOS
Document Type
Article
Abstract
This article examined the role of environmental interaction in interdisciplinary thinking and the use of different knowledge resource types. The case study was conducted with two classes (N=40) of 8th-grade students, ages 13 to 14. The outdoor trail aimed to help students synthesize history, geography, and science knowledge. Two groups' discourse from each class was audio-recorded and transcribed for content analysis. We coded the discourse to examine: (i) the use of different knowledge resource types (i.e., contextual resource, new conceptual resource, prior knowledge resource); (ii) the relationship among these knowledge resource types; and (iii) evidences of interdisciplinary thinking. Findings showed that contextual resources enhanced students' capacity to develop new conceptual resources and to activate prior knowledge resources. Further, about 80% of students' discourse demonstrated interdisciplinary connections of two subjects.
DOI
10.1080/00958964.2018.1531280
Appears in Collections:
사범대학 > 교육공학과 > Journal papers
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