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Abstract
We propose cross-disciplinary learning as a construct that can guide instruction and assessment in programs that feature sequential learning across multiple science disciplines. Cross-disciplinary learning combines insights from interdisciplinary learning, transfer, and resources frameworks and highlights the processes of resource activation, transformation, and integration to support sense-making in a novel disciplinary context by drawing on knowledge from other prerequisite disciplines. In this article, we describe two measurement approaches based on this construct: (a) a paired multiple choice instrument set to measure the extent of cross-disciplinary learning; and (b) a think-aloud interview approach to provide insights into which resources are activated, and how they are used, when making sense of an unfamiliar phenomenon. We offer implications for program and course assessment.
Additional information
Notes on contributors
Emily Borda
Emily Borda ([email protected]) is a professor in the Departments of Chemistry and Science, Math, and Technology Education (SMATE)
Todd Haskell
Todd Haskell ([email protected]) is a former professor of psychology
Andrew Boudreaux
Andrew Boudreaux ([email protected]) is a professor of physics, all at Western Washington University in Bellingham, Washington.