操作化
元认知
透视图(图形)
心理学
经验证据
纪律
多样性(控制论)
实证研究
过程(计算)
学习科学
体验式学习
数学教育
计算机科学
社会学
认识论
认知
人工智能
社会科学
哲学
神经科学
操作系统
作者
Jessica Oudenampsen,Enny Das,Nicole Blijlevens,Marjolein van de Pol
标识
DOI:10.1353/rhe.2024.a930107
摘要
Abstract: This review systematically synthesizes empirical evidence on learning outcomes of interdisciplinary learning. A meta-synthesis approach was used to synthesize data in two rounds, based on strict (n = 38) versus more lenient (n = 60) operationalizations of interdisciplinary learning. The results revealed a variety of interdisciplinary learning outcomes that were categorized into three overarching themes: 1) academic and disciplinary engagement, 2) metacognitive skills, and 3) perspective taking skills. Process results revealed that empirical evidence in the field is still in its infancy. The findings of this review can be considered as a starting point for the further operationalization of interdisciplinary learning outcomes, so that robust evidence for various aspects of interdisciplinary learning can be collected, and compared with other forms of learning such as cross or transdisciplinary learning.
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