Interdisciplinary Activities Research Articles

UTILIZAÇÃO DE MAPAS CONCEITUAIS PARA VERIFICAÇÃO DE APRENDIZAGEM SIGNIFICATIVA EM ATIVIDADES INTERDISCIPLINARES NO TÉCNICO INTEGRADO EM AUTOMAÇÃO INDUSTRIAL

This article presents the results of an investigation into the use of concept maps to assess meaningful learning in interdisciplinary activities with students from a Technical Course in Industrial Automation integrated into High School at a Federal Institute campus in the interior of Rio de Janeiro state. Based on David Ausubel's Theory of Meaningful Learning and using Joseph Novak's Concept Maps, this work adopted a qualitative approach with a pedagogical intervention through an Interdisciplinary Didactic Sequence. Concepts from Physics, Programmable Logic Controllers, Instrumentation, Process Control, and Pneumatic Commands were integrated, using the Flipped Classroom and practical activities on a Didactic Bench. The analysis of the concept maps, created by students before and after the intervention, revealed a significant increase of 32.56% in the quality of cross-links, indicating deep integrative reconciliations and improved assimilation of interdisciplinary concepts.

Modelling project activities for future teachers within the innovative infrastructure of pedagogical universities: integrative solutions

Introduction. In the quest to enhance the training of future teachers, particular emphasis is placed on identifying the educational potential of new learning environments within pedagogical universities under the Ministry of Education of Russia. These institutions have undergone infrastructure updates as part of federal programs designed to support education. Aim. The aim of this study is to develop an original model for organising the project activities of student teachers, taking into account the contemporary infrastructural capabilities of pedagogical universities under the Ministry of Education of Russia. Methodology, methods and techniques. The methodological foundation of this research is grounded in the principles of community development pedagogy and the design of evolving educational systems. The integration of integrative, synergetic, environmental, and system-activity approaches facilitated the identification and development of components within the author’s model for organising project activities for future teachers in the context of pedagogical technoparks, such as “Quantorium”, and technoparks focused on universal pedagogical competencies in higher education institutions under the Ministry of Education of the Russian Federation. The validation of the developed model was conducted through expert assessments. Results. The authors developed the model for organising project activities for future teachers within the innovative infrastructure of pedagogical universities. The main components of the model are outlined, including integrative objectives and anticipated outcomes of students’ project activities, interdisciplinary project content, and a technological component that facilitates the transformation of interdisciplinary project content into personally meaningful experiences through the technology of collaborative distributed project activities. The study identifies and justifies the conditions necessary for the effective implementation of the developed model, focusing on the management of processes, resources, and participants involved in interdisciplinary project activities. Scientific novelty. Integrative processes, within the context of this study, are regarded as a pedagogical phenomenon that reflects the interconnections among the objects, processes, and subjects involved in project activities. Practical significance. The research materials can be utilised in the development of programmes aimed at enhancing the infrastructure of pedagogical universities. They can also assist in the refinement of educational curricula for training teaching staff, particularly in disciplines that prepare future educators to effectively organise project-based activities within contemporary educational environments.

Examining the cognitive and affective changes in students through the implementation process of the physics curriculum based on an interdisciplinary context-based learning approach

This case study examines the cognitive and affective changes in students through the implementation process of the physics curriculum based on an interdisciplinary context-based learning approach. The study was conducted during the second semester of the 2017-2018 academic year with 33 students in one of the 10th grade classes of a high school in the Yüreğir district of the Adana province. A criterion sampling method of purposive sampling methods was employed in selecting the school and the class. In the intervention, the researchers used the physics curriculum they developed based on an interdisciplinary context-based learning approach. The plans and activities prepared according to the context-based REACT model were implemented for eight weeks and the data were collected using both quantitative and qualitative methods. At the end of the intervention, significant changes were observed in the students’ ability to relate their knowledge to daily life, interdisciplinary problem-solving skills, attitudes towards problem-solving in physics, and affective characteristics. During the process, students who encountered challenges in problem-solving, focusing on the lesson, working in groups, and relating information to real-life and different disciplines managed to overcome these challenges by increasing their individual efforts and communicating with their peers and the teacher. Because of students who remained passive, made noise, and frequently changed their seats during group work, the researchers encountered some challenges in instruction and time management. To increase classroom participation, they opted for updating the lesson plan, preparing additional examples, and increasing the number of visual materials. In this respect, teachers and other researchers are recommended to allocate more time to interdisciplinary context-based teaching activities, provide students with more real-life problem situations, diversify group work, and conduct group activities more frequently.

Teaching and Learning to Support Climate-Neutral Transitions: Exploring Opportunities and Challenges for Interdisciplinary Design Courses

Students’ individual and collective learning processes in interdisciplinary teaching and learning activities that integrate prototype-oriented courses present an opportunity for further exploration. This is particularly relevant given the broader need for capacity-building to support climate-neutral transitions. This contribution draws on an exploratory workshop-in-workshop (WiW) approach to understand and evaluate students learning experiences in an experimental and interdisciplinary design course setting. This experience was embedded in the ENHANCE Alliance, a European network cooperation to innovate research and education in science and technology. The inductive analysis and results from the WiW approach draw upon surveys, group discussions, mapping exercises, and reflections with students. These indicate strong appreciation for problem-based and prototype-oriented teaching along with learning experiences as a part of their individually differentiated but collectively shared learning trajectories. The final insights acknowledge the method as an effective way to enhance instructor-student relationship dynamics and interdisciplinary opportunities. Future improvements to the interdisciplinary design format are discussed and highlight students desires for open and safe learning environments that are more transdisciplinary in nature.

Implementation Of A Novel And Integrated Community Flexible Endoscopic Evaluation Of Swallowing (FEES) Service Model For Older Persons

Abstract Background FEES is a gold standard Speech & Language Therapy (SLT) led diagnostic instrument that facilitates evidence-based dysphagia care. A novel community-based FEES service for older persons’ services was recently established in Ireland's Mid-West. New pathways, integrated across divisions, were designed and implemented to complement existing dysphagia pathways within Integrated Care Programme for Older Persons (ICPOP), inpatient rehabilitation for older persons and primary care. An integrated pathway was also established with acute services (Otolaryngology). The aim of this abstract is to describe the implementation process for this novel community FEES service. Methods An SLT-led FEES team engaged with a range of community- and acute-based stakeholders across policy and practice: SLTs, Otolaryngologists, management teams, ICPOP teams, Gerontology Consultants, General Practitioners, Infection Prevention and Control (IPC) teams. Normalisation Process Theory (NPT), an empirically tested and theoretically-sound implementation science framework, scaffolded discussion across a range of implementation and consultation activities including co-design workshops and educational presentations and training, using Health Service Executive (HSE) Change Management tools. Results Stakeholders co-developed a shared understanding of current and new pathways to identify and enact implementation strategies at individual, discipline and system-levels. The project involved stakeholder mapping, communication/engagement planning, risk management, resource planning, and large-scale targeted education/training across settings and disciplines. A FEES working group was formed to coordinate, sustain, monitor, and futureproof implementation activities. Conclusion This collaborative project generated interdisciplinary vision and action to enact an innovative dysphagia care pathway for older people in the community. Articulated through an NPT lens, the project provides insights into the collaboration needed to implement truly integrated care and to identify enablers at individual, disciplinary, and organisational levels. Such knowledge is essential for enhancing integrated care and enacting change and innovation in the Irish health service.

412 Awardee Talk: Implementing student-centered teaching and learning strategies in undergraduate animal science

Abstract Student-centered teaching and learning strategies enhance active engagement, foster critical thinking, and promote the practical application of knowledge gained from undergraduate animal science courses. The scholarship of teaching and learning (SOTL) has evolved within the animal science community, with a recent focus on adopting evidence-based teaching activities in college classrooms. We discuss documented SOTL approaches utilized in our program for the development of student-centered teaching and learning. In addition to traditional internships and student research projects, capstone projects utilizing a design thinking approach to solving animal industry problems have proven significantly effective. This problem-based learning program enables students to develop industry networks, understand problems within the industry, and develop creative ways to address the problems. Non-conventional and innovative designs of course assignments can foster student interest and enhance learning experiences. For example, by incorporating engaging and novel resources such as animal industry webinars and podcasts as classroom materials, instructors can reinforce course content and captivate students’ attention to the topic. Specifically, students have appreciated the opportunity to learn from experts not available locally at the university. Developing and utilizing real-world case studies exposes students to farm practices and related decision-making. Involving students in competitive team activities like the Dairy Challenge and Academic Quadrathlon contests develops marketable skills for students while training them to implement the knowledge acquired in the classrooms on a commercial farm. Field trips, short courses, and summer schools provide hands-on training opportunities, enhancing students’ exposure to the industry and opportunities after graduation. Students have identified that animal science topics are relevant beyond the classroom walls in everyday life including grocery store and kitchen, as demonstrated by a significant increase in enrollment of non-animal science major students in the animal science courses. The student-centered programs like Cross-training students in data-driven decision support tools help to develop strong day-one competency of graduates through training and networking within and outside the discipline. With the advent of new technologies and tools, training programs surrounding data management and interpretation should integrate systems knowledge across plant science, animal science, and computer science disciplines. These interdisciplinary and cross-disciplinary training activities promote the exchange of ideas while developing systems-level understanding. Furthermore, initiatives like Collaborative Online International Learning (COIL) provide students with exposure to diverse thoughts and situations, broadening their horizons and perspectives. For students not able to participate in study abroad and international programs due to time and financial constraints, COIL delivers cost-effective virtual opportunities to develop global understanding and cultural competency. By incorporating these student-centered teaching and learning strategies, undergraduate animal science programs can effectively prepare students for real-world challenges for the next generation of agriculture leaders.

Memorial museums as an object for studying cultural and historical heritage in the system of modern education

Introduction. Preservation and study of cultural and historical heritage is one of the strategic tasks of modern society. UNESCO has played a major role in the implementation of these tasks for many years. UNESCO suggests that cultural and educational tourism, as a way of consuming cultural attractions, among which museums occupy an important place, is an effective method of studying world heritage. The purpose of the article is to prove the role of memorial museums as an objects of cultural and educational tourism and a factor in the study of cultural and historical heritage. Materials and methods. The research materials and methods are based on an analysis of the specifics of memorial museums as an object of study of cultural and historical heritage. The methodological basis is the theory of museum communication, the theory of “memory studies”, as well as methodological aspects of the study of cultural and historical heritage in the system of modern education. The research materials are based both on traditional methods and on the use of an interdisciplinary approach, including sociocultural and activity methods. Results. The results of the study are based on the analysis of information on the topic of educational and scientific activities of two modern memorial museums: The State Memorial Historical-Literary and NaturalLandscape Museum-Reserve of A. S. Pushkin “Mikhailovskoye” and the State Memorial Museum of the Defense and Siege of Leningrad, which have a unique history and status as objects of cultural heritage of the Russian Federation. Authors analyze media files from museum data, materials from online broadcasts of conferences, seminars and round tables, interviews, lectures and publications of researchers. Conclusion. The conducted research helps to determine further ways of developing educational tourism and the role of the memorial museum as an object for studying cultural and historical heritage with the aim of using it in the process of educational and outreach activities.

The Importance of Experience: Supporting Pupils’ Creative Writing About the Natural World

ABSTRACT The first part of this article considers the challenge of supporting pupils to write creatively about the natural world. It examines a text by a gifted young writer: Diary of a Young Naturalist by Dara McAnulty. It asks what the challenges might be for pupils who may be motivated to model their writing on McAnulty’s, but have limited experience of the natural world. Drawing on the scholarly work of John Dixon, Robert Eaglestone and others, the article highlights the importance of pupil experience in the formation of their writerly voice, thereby emphasising the need for writing pedagogies that deepen and enrich pupils’ experiences. In the second part, the authors present a series of interdisciplinary activities that are intended to enrich pupil experiences, and ultimately encourage creativity. The plan is aimed at pupils in Manchester in the north-west of England, but the activities can be adapted to work in other locations.

Sozology instead of ecology, other direction for ecosystem services and environmental protection-on the example of the Silesian–Kraków region, Southern Poland

Known mostly in Poland, formulated by prof. Goetel, science—sozology, perfectly corresponds to today’s developing pro-environmental activities. Sozology combines both concerns for the precious values of primaeval nature and the management of man transformed areas. It includes civilisation changes, climate change, and access to natural resources. The article discusses five main research directions: (1) Protection of the natural environment and mineral resources, (2) Rational spatial management, (3) Post-exploitation management of industrial areas, (4) Analysis and prevention of environmental changes and (5) Sozology and Eco-geosystem services. The authors of the article point to the need to integrate specialists from various fields who can jointly solve environmental problems. The world constantly needs new motivations to develop while preserving non-renewable resources (space and minerals). In Poland, science has gained popularity only among a narrow group of scientists who do not try to solve difficult problems on their own that require interdisciplinary action. The frequent dead ends of today’s environmental trends indicate that the word ecological is often not enough. If we use a sozological approach, it will turn out to be much more adequate for our current stage of development. Sozology may be the next direction and philosophy of life on Earth. Its goal is to protect resources so that they can be used for as long as possible.

Linear Algebraic Nodal Analysis: An Applied Project for a First Course in Linear Algebra

Many students who enroll in a first course in linear algebra major in STEM disciplines other than mathematics. Teachers who serve such students may find it difficult to provide authentic problems from these broader areas that ignite students' interest in linear algebra. In this paper, we highlight an interdisciplinary learning activity that engages students in using linear systems of equations to model the behavior of practical electric circuits. This exercise fits nicely into standard introductory linear algebra curricula and is designed to excite students majoring in engineering, physics, or applied mathematics. We also include references to a collection of open-access resources to support instructors who want to use this material in project-based, flipped-learning, inquiry-oriented, or independent-study environments.

Integrating STEM interdisciplinary design into hospitality education to investigate students’ learning effectiveness: Taking a biscuit-baking activity with problem-based learning

This research aimed to help students in hospitality education develop their design and problem-solving abilities by incorporating problem-based learning (PBL) into STEM interdisciplinary biscuit-baking activities. The results showed that this study created the learning objectives of the STEM design activity with PBL. The paired t-test findings on learning effectiveness in the activities indicated significant differences by a valid and reliable questionnaire. Additionally, the study revealed that students can benefit from STEM interdisciplinary learning approaches and PBL training. Based on the above findings, this study offers theoretical and practical underpinnings for STEM interdisciplinary learning in hospitality education using PBL learning settings.

TRANSDISCIPLINARY APPROACH TO FOREIGN LANGUAGE TEACHER EDUCATION: KNOWLEDGE, PARTICIPATION AND EMPOWERMENT IN THE CONSTRUCTION OF LEARNING COMMUNITIES

Even though approaches to foreign language learning and teaching have represented one of the most innovative and developed fields of interdisciplinary and transdisciplinary academic activity in applied linguistics in recent decades (Council of Europe 2001, 2018, 2020; Filipović 2015b, 2019), foreign language teacher education, as its integral part, has not been given sufficient attention. Within the transdisciplinary paradigm, foreign language teacher education is based on constructivism and connectivism in the classrooms and on communication with all interested parties. Such an endeavor necessarily implies a shift from traditional top-down language education policy based on language management (Spolsky 2009) towards bottom-up language leadership (Filipović 2015a, 2015b; Filipović & Đurić 2021, etc.). The transdisciplinary approach to foreign language education can significantly improve the schooling of young learners as it creates possibilities for community engagement and situated and distributed learning and teaching at the age when students are still “untouched” by traditional educational ideologies.

Enabling radical and potentially disruptive innovations through interdisciplinarity: challenges and practices in industrial companies

The motivation behind this paper and the underlying research is to shed light on how companies deal with interdisciplinary innovation activities, especially looking at the development of radical and potentially disruptive innovations. This includes the analysis of methods, processes, and organizational structures applied to support interdisciplinary innovation activities as well as challenges faced. Whereas this thematic field has been widely investigated for academic institutions and, in companies on a team level, there is only a little information on industrial companies’ current state. This understanding is especially important as shortening development cycles, and technological convergence combined with intersectoral innovations might lead to increases in radical and potentially disruptive innovations and thereby create the need for improved methods and structures throughout the innovation process. To gain insights into challenges and current practices of interdisciplinary collaboration in innovation activities, semi-structured exploratory interviews were carried out with representatives from seven industrial companies. Among others, the results of the study revealed that whereas many methodologies are said to support interdisciplinary innovation activities, a wide majority of these methodologies are applied for other reasons which make supporting interdisciplinarity seem like a kind of byproduct.

Violencia institucional en atención por casos de violencia de género en Comisarías de Familia de Tunja, Boyacá, Colombia

This research aimed to analyze the acts of institutional violence and violation experienced by women when reporting gender violence at Family Police Stations in the city of Tunja, Boyacá, Colombia. The study was qualitative, supported by a narrative design of topics, and the technique for gathering information was the interview with a guide of semi-structured questions. The sources were selected through non-probabilistic convenience sampling, totaling 25 women who reported gender-based violence. The results are presented according to the phases of comprehensive care that are developed in these offices, allowing us to find that there are behaviors of revictimization, omission, and coercive action in the description of the criminal acts and throughout the entire care cycle by the officials. There is objectification of a symbolic nature in the face of acts of violence that chronify the sequelae of the traumatic experience of the violating act, negligence due to biased administrative actions concerning the victim's risk profile, and consensus on taking protective measures and undue diligence due to the bureaucratic network and interdisciplinary action. It is concluded that this violation is generated due to bureaucratic aspects that limit due process, lack of complementary training, and qualification of human talent with a gender perspective.

Reflections: enhancing critical thinking in science education by implementing philosophy elements into training.

In this work, I describe the trajectory of philosophy and science as separate disciplines from their early days as quite overlapping fields to their clear divergence in the latest centuries. From personal experience, I discuss the benefits of exposure to philosophy and closely related courses in undergraduate studies and bring to the forefront the positive aspects of integrating philosophy of science courses in graduate science, technology, engineering, and mathematics (STEM) curriculum. I also briefly offer some additional steps institutions can take to foster unity between areas of science and philosophy by incorporating interdisciplinary activities.

Integrating Palliative Medicine into Medical Education: Creating a More Compassionate Generation of Physicians

How should Palliative Medicine competencies be taught to medical students? In the United States and other countries, there is a consensus that teaching Palliative Medicine competencies to medical students is essential. Health agencies have also identified teaching Palliative Medicine competencies as crucial. According to Sanchez-Reilly and Ross, medical students reported that they feel better prepared to care for the elderly, patients with severe illness, and dying patients after completing formal training. The authors hypothesized that a one-week rotation with Palliative Medicine during the Medicine Clerkship would improve the medical students’ skills to care for these populations of patients. The one-week inpatient rotation was designed to equip all fifty medical students at Mayo Medical School with a knowledge base of Palliative Care, communication skills, care for elderly frail and dying patients, and basic pain management for patients with severe illness. Each of the fifty students rotated with a Palliative Care consulting team with patient interaction, lectures, online teaching, and interdisciplinary team activities. Hands-on learning proved more effective than using just the classroom teaching classical model, with 70% of students responding positively to the hands-on approach. Learning how to apply Palliative Care skills while visiting patients with complex diseases, showed to be better received as an education module. Out of the fifty medical students surveyed, thirty-five responded (70%), and all responses were positive. This method of teaching could be expanded to teach other advanced hospice and palliative care skills.

How Learners Perceive Inter-Disciplinary Dialogic Science Related Learning Experiences: A Mixed-Method Study

Well-designed, dialogic, and interdisciplinary learning opportunities in science related disciplines can promote many educational goals. The difficulty lies in providing these opportunities in schools. Can out-of-school focus days fill the void? Here, we performed a mixed methods study to discover how middle school learners perceive focus days that included dialogic, interdisciplinary activities in mathematics, science, and philosophy, all around socio-scientific dilemmas. We also sought to understand the experiences’ impact on learners’ self-perceived dialogic engagement in the school classroom. We focused on (1) learners’ perceptions and recollections of the dialogic climate during the focus days; (2) the perceived contribution of the three disciplines (mathematics, science and philosophy) to the interdisciplinary focus days; and (3) the focus days’ effects on the dialogic climate in the everyday school environment. Our findings suggest that (1) learners generally considered the focus days as enjoyable and different than their everyday school experience; (2) students did not consider each discipline equally relevant to the focus days’ main topics; and (3) the effects of the focus days were localized, that is, no impact was found on the dialogic climate at school. We discuss implications for promoting interdisciplinary, dialogic science related learning in secondary schools.

Investigation of Emerging Mathematical Leadership in Mathematics Classroom: Application of Interdisciplinary Mathematical Modeling

The aim of this study is to determine the types of mathematical leadership that emerge in the process of applying Interdisciplinary Mathematical Modeling activities taken from real life. For this purpose, the researchers, working with a mathematics teacher and a science teacher, developed two interdisciplinary activities (the Stream Problem and the Energy Saving Problem). The activities were implemented in two groups of 3 and 4 students (11-12 years of age) studying in the 7th grade in a provincial center in the Eastern region of Turkey. In the application process, students put forward their own mathematical and scientific ideas by using their knowledge of mathematics and science in an integrated structure, and by supporting these ideas with group discussions, they produced different models (products). In the process of creating a model, it was observed that some students' came forth within the group, with their mathematical leaderships.

Outdoor STEAM Education: Opportunities and Challenges

There is a consensus that students should be involved in interdisciplinary activities that promote a solid education in STEAM subjects from an early age. The outdoor settings of schools present an advantageous context for STEAM education, allowing for a myriad of learning experiences. To understand how teachers perceive the pedagogical use of the school’s outdoor space, a study was carried out in a cluster of schools in a Portuguese city, including one middle school and 10 kindergarten and elementary schools. A mixed methods approach was used, combining a questionnaire for teachers (N = 49) with interviews (N = 8). The results indicate that teachers’ perceptions of the characteristics of their school’s outdoor spaces either facilitate or hinder the implementation of outdoor pedagogical activities. Most teachers concur that the outdoors provides contact with nature and encourages interdisciplinary and collaborative activities. However, the teachers surveyed admit to using the school’s outdoor spaces only occasionally, and this use decreases as the educational level at which they teach increases. The most common use of outdoor spaces is for physical and motor activities, promoting the well-being of children and youth. Although interdisciplinary activities in outdoor spaces are recognised, their implementation is limited and hampered by factors such as the length of curricula and the lack of training for teachers in these approaches. In this sense, there is an urgent need to train teachers in the interdisciplinary use of outdoor spaces to promote a solid education in STEAM subjects.

Rural physician-community engagement: Building, supporting and maintaining resilient health care strategies in three rural Canadian communities.

To explore rural physician-community engagement through three case studies in order to understand the role that these relationships can play in increasing community-level resilience to climate change and ecosystem disruption. Qualitative secondary case study analysis. Three Canadian rural communities (BC n = 2, Ontario n = 1). Rural family physicians and community members. Twenty-eight semi-structured virtual interviews, conducted between November 2021 and February 2022, were included. Communities were selected from the larger data set based on data availability, level of physician engagement and demographic factors. Thematic analysis was completed in NVivo using deductive coding. The presented qualitative case studies shed light on the strategies employed by physicians to establish and foster relationships within rural communities during challenging circumstances. In Community A, the implementation of a Primary Care Society (PCS) not only addressed physician shortages but also facilitated the development of strong continuity of care through proactive recruitment efforts. Community B showcased the adoption of an 'intentional physician community' model, emphasising collaboration and community consultation, resulting in effective communication of public health directives and innovative interdisciplinary action during the COVID-19 pandemic. In Community C, engaged physicians and community advocates are aligned to contribute to the long-term sustainability of the rural community, particularly in the context of food security and climate change vulnerabilities. These findings underscore the significance of trust building, transparent communication and collaboration in addressing health care challenges in rural areas and emphasise the need to recognise and support physicians as agents of change.