Developing a Text-Integration Task for Investigating and Teaching Interdisciplinarity in Science Teams
Author:
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s11165-020-09937-7.pdf
Reference30 articles.
1. Anmarkrud, Ø., Bråten, I., & Strømsø, H. I. (2014). Multiple-documents literacy: strategic processing, source awareness, and argumentation when reading multiple conflicting documents. Learning and Individual Differences, 30, 64–76. https://doi.org/10.1016/j.lindif.2013.01.007.
2. Bammer, G. (2013). Disciplining interdisciplinarity: integration and implementation sciences for researching complex real-world problems. In Disciplining interdisciplinarity. ANU E Press.
3. Barzilai, S., & Eshet-Alkalai, Y. (2015). The role of epistemic perspectives in comprehension of multiple author viewpoints. Learning and Instruction, 36, 86–103. https://doi.org/10.1016/j.learninstruc.2014.12.003.
4. Barzilai, S., & Ka’adan, I. (2017). Learning to integrate divergent information sources: the interplay of epistemic cognition and epistemic metacognition. Metacognition and Learning, 12(2), 193–232. https://doi.org/10.1007/s11409-016-9165-7.
5. Boix Mansilla, V. (2006). Assessing expert interdisciplinary work at the frontier: an empirical exploration. Research Evaluation, 15(1), 17–29. https://doi.org/10.3152/147154406781776075.
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