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Role of environmental interaction in interdisciplinary thinking: from knowledge resources perspectives
- Role of environmental interaction in interdisciplinary thinking: from knowledge resources perspectives
- Tan, Esther; So, Hyo-Jeong
- Ewha Authors
- SCOPUS Author ID
- Issue Date
- Journal Title
- JOURNAL OF ENVIRONMENTAL EDUCATION
- JOURNAL OF ENVIRONMENTAL EDUCATION vol. 50, no. 2, pp. 113 - 130
- Environmental interaction; interdisciplinary thinking; knowledge co-construction; knowledge resources; outdoor learning
- ROUTLEDGE JOURNALS, TAYLOR &
- SSCI; SCOPUS
- Document Type
- 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.
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- 사범대학 > 교육공학과 > Journal papers
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