Interdisciplinary has been increasingly called for in U.S. science education, but it is not always clear how to best integrate it into the curricula. Gouvea et al. considered the learning objectives of interdisciplinary science courses and created a framework intended to aid in redesigning tasks to better align with these learning objectives. They tested the framework in an introductory physics course that connected with both biology and chemistry. Tasks were divided into those with an imbalance in the interaction between the disciplines, those applying a reasoning strategy or technique from one discipline to another, and those bringing ideas from two separate disciplines together.
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