Interdisciplinary Approach to Research in Didactics: Possibilities, Assumptions, and Challenges of Realization

Abstract

The results of the analyses show that in addition to the differences that exist between different disciplines, there is generally a trend of an increase in the number of researches conducted as a team and a decrease in the number of individually conducted research. Therefore, the paper aimed to look at the possibilities, assumptions, and challenges of achieving an interdisciplinary approach to basic, developmental, and applied research in didactics using the method of theoretical analysis and synthesis. Basic research is applied not only in didactics, but also in disciplines closely related to didactics (psychology, sociology, philosophy, cybernetics...) and forms the basis for establishing didactic regularities, and has the task of determining didactic knowledge of capital value and significantly influences the development of didactic theories, educational and teaching practices in all types and levels of schools and other educational institutions and forms of organized learning and teaching. An interdisciplinary approach to developmental research, which refers to the investigation of the regularities of the application of research results obtained through basic research, can directly contribute to the improvement of didactic theory and practice. Through applied didactic research of an interdisciplinary character, researchers find solutions for specific practical questions and problems of educational and teaching practice in certain conditions based on known didactic knowledge. Certain assumptions and challenges in the realization of interdisciplinary research in didactics aim to ensure methodological competence, scientific objectivity, and the integration of several disciplines. In the concluding remarks, it was emphasized that research methodology in didactics that has an interdisciplinary approach is not realized in isolation, but in dynamic and creative cooperation with other disciplines. With integrated basic, developmental, and applied didactic research of an interdisciplinary character, we contribute to the development of scientific theory and progressive changes in teaching practice and the educational process in general.