TY - JOUR
T1 - Role of environmental interaction in interdisciplinary thinking
T2 - from knowledge resources perspectives
AU - Tan, Esther
AU - So, Hyo Jeong
N1 - Funding Information:
This research was supported by the FutureSchools@Singapore project under the Singapore National Research Foundation’s (NRF) Interactive and Digital Media (IDM) in Education Research and Development Programme. Portions of this research were presented at the International Conference of the Learning Sciences in 2016. The research work was conducted when the authors were with National Institute of Education, Nanyang Technological University, Singapore. The authors wish to thank SST teachers and students for their contribution in this research.
Funding Information:
This research was supported by the FutureSchools@Singapore project under the Singapore National Research Foundation?s (NRF) Interactive and Digital Media (IDM) in Education Research and Development Programme. Portions of this research were presented at the International Conference of the Learning Sciences in 2016. The research work was conducted when the authors were with National Institute of Education, Nanyang Technological University, Singapore. The authors wish to thank SST teachers and students for their contribution in this research.
Publisher Copyright:
© 2018, © 2018 Esther Tan and Hyo-Jeong So. Published with license by Taylor & Francis.
PY - 2019/3/4
Y1 - 2019/3/4
N2 - 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.
AB - 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.
KW - Environmental interaction
KW - interdisciplinary thinking
KW - knowledge co-construction
KW - knowledge resources
KW - outdoor learning
UR - http://www.scopus.com/inward/record.url?scp=85058690664&partnerID=8YFLogxK
U2 - 10.1080/00958964.2018.1531280
DO - 10.1080/00958964.2018.1531280
M3 - Article
AN - SCOPUS:85058690664
SN - 0095-8964
VL - 50
SP - 113
EP - 130
JO - Journal of Environmental Education
JF - Journal of Environmental Education
IS - 2
ER -